An Internet guide to key variables for a coherent educational system based on principles of Problem-Based Learning

Area of Science:

• Medical Education
• Curriculum Development
• Health Professions Education

Background:

• Problem-Based Learning (PBL) is a pedagogical approach increasingly adopted in health professions education.
• Effective implementation and evaluation of PBL curricula require careful consideration of specific variables.
• Existing frameworks for PBL curriculum design and assessment may not be universally applicable.

Purpose of the Study:

• To identify and describe essential variables for planning, revising, and evaluating Problem-Based Learning curricula.
• To establish a foundational set of considerations for developing comprehensive PBL programs.
• To create a resource that supports educators in optimizing PBL curriculum design and outcomes.

Main Methods:

• A workshop involving academics from medical, dental, and veterinary science faculties was convened to identify key variables.
• The identified variables were subsequently reviewed and described by a core group of colleagues.
• International collaboration was sought to refine and expand the variable descriptions.

Main Results:

• A set of 13 major variables relevant to PBL curriculum planning, revision, and evaluation has been identified and described.
• The variables are primarily contextualized within medical education but aim for broader applicability.
• A preliminary guide detailing these variables has been published online.

Conclusions:

• The developed guide serves as a starting point for educators to consider critical variables in PBL curriculum development.
• The online publication aims to gather global feedback for a more universally applicable second edition.
• Continuous refinement based on international input is crucial for enhancing the utility of the PBL curriculum guide.