Related Experiment Video
Updated: Jun 9, 2026
13:44
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for
Nancy L Jones1, Ann M Peiffer, Ann Lambros
1Division Public Health Sciences, Wake Forest University Health Sciences, Winston-Salem, North Carolina, USA. jonesna@niaid.nih.gov
Journal of Medical Ethics
|August 28, 2010
Summary
This study introduces a novel problem-based learning (PBL) curriculum for biomedical graduate students, fostering professionalism and social responsibility. The active learning approach was positively received by both faculty and students for teaching scientific integrity and ethics.
Area of Science:
- Biomedical Sciences
- Graduate Education
- Research Ethics
Background:
- Biomedical graduate programs need to equip students with strong ethical commitments and professionalism.
- Navigating complex academic and societal environments requires specialized skills and ethical awareness.
- Traditional compliance-based approaches may not adequately foster deep understanding of scientific integrity.
Purpose of the Study:
- To design and implement a curriculum for biomedical graduate students focused on professionalism and social responsibility.
- To utilize problem-based learning (PBL) to enhance skill and process development in ethical research conduct.
- To integrate scientific integrity, bioethics, and social responsibility into graduate training.
Main Methods:
- Developed a longitudinal, multi-semester PBL curriculum comprising two courses: Scientific Integrity and Bioethics/Social Responsibility.
- Employed case scenarios in small-group sessions covering professional norms, ethical issues, responsible conduct of research (RCR), and moral reflection.
- Focused on professional standards, stakeholder interests, and scientific oversight within ethical frameworks.
Main Results:
- The curriculum successfully integrated discipline-specific and broad professional norms for ethical science practice.
- Case studies addressed key ethical issues, RCR areas, and moral reflection, emphasizing professional obligations.
- Faculty and students endorsed the active learning PBL approach over traditional compliance-based methods.
Conclusions:
- This represents the first longitudinal PBL course designed to teach scientific integrity and professionalism in biomedical graduate education.
- The active, learner-centered PBL methodology was favored for developing ethical researchers.
- The curriculum provides a robust framework for cultivating professionalism and social responsibility in future scientists.
