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Going P(u)BLIQ: Successfully Transitioning Undergraduate Medical Students from Problem-Based Learning to Inquiry Case
Daniel P Griffin1,2, Maria Ortega1, Chasity B O'Malley1,3
1Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL USA.
Purpose:
Problem-based learning (PBL) is an established learning method in medical education that uses small groups to address a "problem" in the form of a patient's medical condition. Compared to lectures, there is compelling evidence that PBL performs better in numerous areas including student basic knowledge and satisfaction. Inquiry case (IQ) learning is a modified form of PBL, which can be described as faster-paced and requires more student responsibility. Here, a novel strategy to transition students from the PBL to IQ format is introduced that can be adopted by other programs engaging in PBL.
Method:
Students already engaged in PBL were introduced to the IQ format through participation in a series of hybrid PBL/IQ cases. A voluntary, anonymous survey about the hybrid system was conducted with two cohorts of students. The timing of the survey was after engaging in IQ learning following completion of the PBL/IQ hybrid system.
Results:
Eighty-seven of the 103 (84.47%) students completed the survey. Regarding the approach to IQ learning, students in a leader position (66.28%, n = 57) used journal articles as resources more than non-leaders (54.65%, n = 47) (p < 0.05). Qualitative data analysis provided insights into the biggest challenges students face as IQ learning leaders (activity creation (40%, n = 52/130 responses)) and non-leaders (level of preparedness (46%, n = 37/80 responses)). Survey responses also reported the positive impact the PBL/IQ hybrid system had on their success in IQ learning.
Conclusions:
This PBL/IQ hybrid method addresses the biggest challenges faced in the IQ format as leaders and non-leaders, including preparedness, time management within the sessions and in preparing for the sessions, and creating the learning experience for the second day of cases. Additionally, the hybrid approach assisted students with their transition to increased student responsibilities in the IQ format, while allowing them to develop successful strategies for success in IQ learning.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-024-02097-7.
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