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Challenging the Hidden Curriculum through Problem Based Learning: A reflection on Curricular Design.

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  • 1Western Sydney University.

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Summary
This summary is machine-generated.

Problem-Based Learning (PBL) case writing significantly impacts medical students. Incorporating narrative and emotive language, alongside clinical expertise, enhances PBL case quality and student learning.

Keywords:
Problem-based learningemotive languagehidden curriculumnarrativepatient-centered care

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Problem-Based Learning (PBL) pedagogy has been utilized since the late 1960s.
  • PBL case-writing remains challenging, with ongoing debate regarding optimal approaches.

Purpose of the Study:

  • To investigate the influence of PBL writing styles on medical students.
  • To highlight the impact of language in PBL cases on implicit learning and the hidden curriculum.
  • To recommend improvements in PBL case authorship.

Main Methods:

  • Review of a recent PBL renewal project at Western Sydney University, involving the redesign and rewriting of 52 PBL cases.
  • Emphasis on the role of language in PBL case construction.

Main Results:

  • The language used in PBL cases can profoundly influence students via implicit learning and the hidden curriculum.
  • A focus on deep learning, basic and clinical sciences, and patient-centeredness was central to the renewal project.

Conclusions:

  • PBL case authorship should include writers experienced in narrative and emotive language.
  • Collaboration between clinicians, medical educators, and narrative language experts is recommended for high-quality PBL case development.