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Problem-based learning: an assessment of its feasibility and cost
1Department of Pathology, Mercer University School of Medicine, Macon, GA 31207.
Human Pathology
|September 1, 1990
Summary
Problem-based learning (PBL) offers an effective alternative to traditional medical education. This approach, where learning facts and principles occurs within clinical problem contexts, is proving successful in medical schools.
Area of Science:
- Medical Education
- Curriculum Development
- Health Professions Education
Background:
- Increasing complexity of human biology necessitates curriculum innovation.
- Declining medical school applicant pools warrant exploring alternative educational models.
- Problem-based learning (PBL) is proposed as a more effective pedagogical approach.
Purpose of the Study:
- To evaluate the effectiveness and feasibility of problem-based medical curricula.
- To examine the historical development and implementation of PBL in medical schools.
- To compare the resource implications of PBL versus conventional medical education.
Main Methods:
- Review of historical implementation of PBL at McMaster University, University of New Mexico, and Mercer University.
- Analysis of faculty time costs comparing PBL and conventional pathology programs.
- Assessment of the success of PBL curricula based on years of experience.
Main Results:
- PBL medical curricula have demonstrated success in practice.
- PBL is feasible for medical schools with class sizes of 60 or fewer students.
- PBL may be feasible for programs with class sizes under 100.
Conclusions:
- Problem-based learning is a viable and effective model for medical education.
- PBL adoption is being explored globally by medical institutions.
- The PBL curriculum is cost-effective for smaller medical school cohorts.