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A model of how students link problem-based learning with clinical experience through "elaboration".
Paul A O'Neill1, Sarah C Willis, Alison Jones
1Medical Undergraduate Studies, Faculty of Medicine, Dentistry, and Nursing, University of Manchester, United Kingdom.
Summary
Students effectively linked problem-based learning (PBL) with clinical experiences by elaborating knowledge during patient encounters or group discussions. Key facilitators included curriculum alignment, tutor guidance, and student self-direction.
Area of Science:
- Medical Education
- Cognitive Psychology
Background:
- University of Manchester implemented an integrated problem-based learning (PBL) curriculum in 1994.
- PBL is the primary method for delivering the core curriculum during clinical clerkships.
Purpose of the Study:
- To explore how medical students connect problem-based learning (PBL) with their clinical experiences.
- To understand student perceptions of the link between PBL and clinical practice.
Main Methods:
- Analysis of open-ended responses from third- and fourth-year medical students' course evaluations.
- Conducting and analyzing focus group discussions with third- and fourth-year students.
Main Results:
- Students utilized clinical experiences to elaborate knowledge, either during patient encounters or within PBL group discussions.
- Facilitators of knowledge elaboration included the alignment of clinical clerkships with PBL case content, tutor effectiveness, and student self-directed learning.
- A theoretical model was developed, based on cognitive psychology, illustrating how students integrate PBL and clinical experiences.
Conclusions:
- The derived model can inform improvements to the PBL curriculum.
- Enhancements aim to support students who struggle to connect clinical experiences with PBL objectives.