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Problem-based learning: where are we now? Guide supplement 36.3--Practical Application.

Nabil Sulaiman1, Hossam Hamdy

  • 1Department of Family and Community Medicine and Behavioral Sciences, College of Medicine, University of Sharjah, United Arab Emirates. ndsulaiman1@gmail.com

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This summary is machine-generated.

Problem-based learning (PBL) enhances medical education, particularly in Family Medicine clerkships. This study shows PBL is valuable for both students and faculty, improving patient care understanding.

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Area of Science:

  • Medical Education
  • Family Medicine
  • Pedagogy

Background:

  • Problem-based learning (PBL) is a common educational strategy, primarily in pre-clinical medical training.
  • Its application in clinical phases, especially undergraduate Family Medicine clerkships, is less frequent.

Purpose of the Study:

  • To explore the utility and effectiveness of PBL in an undergraduate Family Medicine clerkship.
  • To evaluate student and faculty perceptions of PBL in a clinical setting.

Main Methods:

  • A 10-week Family Medicine clerkship utilizing PBL was implemented for final-year medical students.
  • Student experiences were assessed via a Likert scale survey of 24 statements and a qualitative question.
  • Clinical tutors provided evaluation statements on their experience with PBL.

Main Results:

  • Students and faculty highly rated the PBL educational process.
  • PBL was found to be a valuable learning methodology, enhancing knowledge and understanding of patient problems.
  • The approach fostered a more holistic understanding of patient care.

Conclusions:

  • PBL is underutilized in clinical learning, particularly within Family Medicine clerkships.
  • This study provides evidence supporting the value of PBL for both students and faculty in this setting.