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Published on: September 11, 2021
Problem-based learning and larger student groups: mutually exclusive or compatible concepts - a pilot study.
Martyn P Kingsbury1, Joanne S Lymn
1Centre for Educational Development, Imperial College London, Exhibition Road, South Kensington, London, UK.
BMC Medical Education
|June 20, 2008
Summary
A novel clustered problem-based learning (PBL) approach effectively integrates pharmacology for large undergraduate medical groups. This method is feasible, with facilitators and students finding it a valuable, albeit resource-intensive, learning experience.
Area of Science:
- Medical Education
- Pharmacology Education
Background:
- Problem-based learning (PBL) enhances knowledge integration and lifelong learning but requires significant resources.
- A novel clustered PBL approach was developed for second-year undergraduate medical students to integrate pharmacology knowledge in a clinical context with limited staff resources.
Purpose of the Study:
- To determine the feasibility of a novel clustered PBL methodology for large undergraduate medical student groups.
- To evaluate student and facilitator perceptions of the clustered PBL format's content, structure, and effectiveness.
Main Methods:
- Undergraduate medical students were divided into 16 groups, each with a facilitator.
- Each group was further divided into clusters of 2-3 students, with each cluster assigned a distinct clinical case.
- An electronic questionnaire assessed student and facilitator perceptions of the clustered PBL format.
Main Results:
- Facilitators managed the clustered PBL methodology effectively within time constraints and enjoyed the process.
- Both facilitators and students found the cases relevant for reinforcing pharmacological knowledge.
- Students were more positive than facilitators regarding the method's ability to stimulate resource use and interest in pharmacology.
Conclusions:
- The clustered PBL methodology is feasible for large student groups, requiring enthusiastic facilitators and clinically relevant cases.
- Facilitator enjoyment may stem from training and experience, not academic background.
- This approach allows for facilitators committed to PBL principles, enhancing its success.
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