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Updated: Mar 6, 2026

Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module
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Support of a Problem-Based Learning Curriculum by Basic Science Faculty.

William L Anderson1, Robert H Glew1

  • 1a Department of Biochemistry and Molecular Biology, School of Medicine, University of New Mexico, Albuquerque, NM 87131.

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Summary
This summary is machine-generated.

Problem-based learning (PBL) does not excessively increase faculty time commitments. Analysis shows basic science faculty spent an average of 27.4 hours, demonstrating PBL is not prohibitively costly.

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Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Published reports indicate benefits of problem-based learning (PBL) and student-centered environments.
  • Concerns persist regarding excessive faculty time commitments and costs associated with PBL implementation.

Purpose of the Study:

  • To evaluate the actual basic science faculty time commitment in a hybrid PBL curriculum.
  • To address the cost-benefit question of PBL pedagogy regarding faculty resources.

Main Methods:

  • Analysis of faculty time commitment during the first 18 months of undergraduate medical education in a hybrid PBL curriculum.
  • Quantification of basic science faculty time dedicated to instruction.

Main Results:

  • Faculty time commitments increased but were not found to be excessive.
  • Basic science faculty contributed an average of 27.4 hours per year to instruction.
  • Clinical faculty made significant contributions (57% of instructional time).
  • A four-fold difference in time commitment was observed among basic science departments.

Conclusions:

  • PBL curriculum does not impose unreasonable demands on basic science faculty time.
  • The analysis provides a tool for fair faculty resource allocation decisions.
  • Demands on clinical faculty time could not be fully evaluated due to other commitments.