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McMaster at 50: lessons learned from five decades of PBL
Alan Neville1, Geoff Norman2, Robert White3
1Department of Medicine, McMaster University, 1280 Main St. W., Hamilton, ON, L8S 4K1, Canada.
Advances in Health Sciences Education : Theory and Practice
|August 29, 2019
Summary
Problem-Based Learning (PBL) curricula are not standardized. Decades of evolution at McMaster show PBL has adapted theoretically and practically, improving student satisfaction and learning outcomes.
Area of Science:
- Medical Education
- Curriculum Development
- Pedagogy
Background:
- Problem-Based Learning (PBL) was introduced as a significant curriculum innovation promising enhanced learning outcomes.
- Early debates emerged regarding the definition of 'true' versus 'modified' PBL.
- Initial systematic reviews indicated modest and variable learning gains, with higher student satisfaction being a consistent finding.
Observation:
- The first PBL curriculum at McMaster has undergone five decades of evolution.
- Curriculum changes were influenced by theoretical advancements, empirical evidence, and practical demands.
- Evolution occurred across four key domains: theoretical rationale, curriculum design, assessment methods, and admissions criteria.
Findings:
- The evolution of PBL at McMaster demonstrates a dynamic adaptation rather than a static model.
- Empirical evidence and practical considerations have shaped the theoretical underpinnings and implementation of PBL.
- The curriculum has been refined in its structure, assessment strategies, and student selection processes.
Implications:
- The McMaster experience highlights the importance of ongoing curriculum evaluation and adaptation in medical education.
- Understanding the evolution of PBL provides insights into optimizing its implementation and effectiveness.
- This case study offers a model for how educational innovations can adapt to changing evidence and needs.
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