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A problem-based learning course in physiology for undergraduate and graduate basic science students.

S Mierson1

  • 1Department of Biological Sciences, University of Delaware, Newark, Delaware 19711, USA.

The American Journal of Physiology
|September 15, 2005
PubMed
Summary

Problem-based learning (PBL) effectively engages undergraduate and graduate students in organ-systems physiology. This cooperative learning approach fosters critical thinking and lifelong learning skills, with most students responding enthusiastically.

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Area of Science:

  • Physiology Education
  • Medical Education
  • Problem-Based Learning

Background:

  • Problem-based learning (PBL) is a pedagogical approach where students learn through solving complex, real-world problems.
  • PBL is widely adopted in medical and professional education, typically with dedicated faculty facilitators per group.
  • Adapting PBL for basic science courses requires modifications, such as a roving facilitator for multiple small groups.

Purpose of the Study:

  • To describe the implementation of a two-semester organ-systems physiology course using PBL for undergraduate and graduate students.
  • To assess the effectiveness of PBL in fostering disciplinary content knowledge, critical thinking, and lifelong learning skills.
  • To evaluate student engagement and enthusiasm for PBL in a basic science context.

Main Methods:

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  • A two-semester organ-systems physiology sequence was designed using small-group, cooperative problem-solving.
  • A variety of problem types were utilized, including clinical cases, laboratory research scenarios, real-life situations, and published research articles.
  • A roving facilitator model was employed to manage multiple small groups within a single session.

Main Results:

  • The PBL approach successfully engaged a diverse group of senior and graduate students.
  • Students were exposed to basic concepts through problem-solving rather than traditional lecture formats.
  • The majority of students demonstrated an enthusiastic response to the PBL methodology.

Conclusions:

  • PBL is a viable and effective pedagogical strategy for teaching organ-systems physiology to advanced students.
  • The use of diverse problem types and a roving facilitator model can successfully adapt PBL for basic science education.
  • PBL promotes essential skills such as critical thinking, communication, and teamwork, contributing to lifelong learning.