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A structured PBL tutorial involving small teams for teaching the human nervous system.

David Lopes Cardozo1, Laurie Raymond, Benjamin White

  • 1Department of Neurobiology, Harvard Medical School, 220 Longwood Avenue, Boston, MA 02115, USA. David_Cardozo@hms.harvard.edu

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Summary

A structured approach significantly improved student engagement in medical school tutorials. This method enhanced preparation, participation, and accountability, leading to higher satisfaction for both students and tutors.

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Area of Science:

  • Medical Education
  • Neuroscience Curriculum

Background:

  • Harvard Medical School's Human Nervous System and Behavior course utilizes problem-based learning.
  • Initial student preparation and participation in tutorials were identified as insufficient.

Purpose of the Study:

  • To enhance student engagement in tutorials through a structured approach.
  • To compare student and tutor satisfaction with the structured approach versus traditional tutorials.

Main Methods:

  • Surveyed 160 students on their impressions of the structured vs. traditional tutorial over 4 years.
  • Assessed student impressions of cornerstone presentations and self-assessment exercises.
  • Surveyed 10 tutors on student performance and their own experience in both formats.

Main Results:

  • Both students and tutors rated the structured approach as superior.
  • The structured format led to increased student preparation, participation, and accountability.
  • Tutors expressed a preference for teaching within the structured tutorial environment.

Conclusions:

  • The structured approach effectively boosted student accountability, preparation, and participation.
  • Students and tutors reported a preference for the structured tutorial format over the traditional method.