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Endocrine PBL in the year 2000.

D W Brewer1

  • 1Office of Curriculum Affairs and Department of Medical Education, Southern Illinois University School of Medicine, Carbondale, Illinois 62901-6503, USA. dbrewer@siumed.edu

Advances in Physiology Education
|February 5, 2002
PubMed
Summary

Southern Illinois University School of Medicine (SIU-SOM) refined its problem-based learning curriculum (PBLC) for C2000. This iteration offers insights into teaching Endocrine Physiology using PBL.

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Area of Science:

  • Medical Education
  • Physiology Education

Background:

  • Southern Illinois University School of Medicine (SIU-SOM) has employed problem-based learning (PBL) since 1981.
  • From 1989 to 2000, SIU-SOM operated two parallel curricula, including a dedicated problem-based learning curriculum (PBLC).

Purpose of the Study:

  • To review existing pedagogy for the development of a new, single curriculum (C2000).
  • To determine the predominant pedagogical approach for the C2000 curriculum.

Main Methods:

  • Review of formal outcome measures and internal institutional mission considerations.
  • Analysis of pedagogical approaches for curriculum design.

Main Results:

  • Problem-based learning (PBL) was selected as the predominant pedagogy for the C2000 curriculum.
  • C2000 represents the third iteration of PBL at SIU-SOM, incorporating modifications from its predecessor.

Conclusions:

  • The design and rationale of C2000 provide valuable insights for teaching Endocrine Physiology within a PBLC.
  • The evolution of PBL at SIU-SOM demonstrates a commitment to refining medical education strategies.

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