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Related Experiment Video

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Based Learning About Problem-Based Learning: Lessons Learned from a Student-Led Initiative to Improve Tutor

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Summary

Medical students developed board-style questions to enhance problem-based learning (PBL) discussions. Despite student engagement, the intervention did not improve interaction quality due to conflicting educational philosophies in the hybrid curriculum.

Keywords:
Curriculum reformProblem-based learningStudent engagement

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Area of Science:

  • Medical Education
  • Problem-Based Learning
  • Curriculum Development

Background:

  • Second-year medical students reported dissatisfaction with hybrid problem-based learning (PBL) sessions.
  • Superficial tutorial discussions led students to prioritize board certification exam preparation over PBL engagement.

Purpose of the Study:

  • To enhance tutor group interactions within a hybrid PBL curriculum.
  • To address student disengagement by creating more intrinsically motivating learning materials.

Main Methods:

  • Student investigators designed board-style questions and facilitation guides for tutors.
  • These 'mini-problems' aimed to stimulate case-related discussions in tutor groups.
  • The intervention was implemented within the existing hybrid PBL framework.

Main Results:

  • Tutor groups actively used and reported enjoyment of the new board-style questions.
  • Despite positive reception, the intervention did not lead to measurable improvements in interaction quality.
  • Implementation challenges highlighted inherent tensions between the hybrid curriculum's and the intervention's educational philosophies.

Conclusions:

  • While student-created board-style questions can increase engagement, they may not inherently improve the quality of PBL interactions.
  • Conflicting educational philosophies within hybrid curricula can impede the effectiveness of targeted interventions.
  • Further research is needed to reconcile pedagogical approaches in hybrid medical education models.