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[Applications of problem-based learning in the basic medical curriculum]

A B Rendas1, P R Pinto, M da G Morais

  • 1Departamentos de Fisiopatologia, Bioquímica e Fisiologia, Faculdade de Ciências Médicas, Universidade Nova de Lisboa, Lisboa.

Acta Medica Portuguesa
|July 1, 1995
PubMed
Summary
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Problem-based learning (PBL) in medical education enhanced student motivation and critical thinking in Biochemistry, Physiology, and Physiopathology. While final scores showed no significant change, PBL fostered a more active learning environment and supported curriculum reform.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Problem-Based Learning

Context:

  • Project conducted from 1992-1994 applying PBL to first-year Biochemistry, second-year Physiology, and third-year Physiopathology.
  • Integrated clinical context as the trigger for learning, analyzed in small-group tutorials.
  • Included tutor training and audiovisual material development.

Purpose:

  • Align medical teaching with future professional realities.
  • Stimulate critical thinking and analytical skills.
  • Facilitate independent learning among medical students.

Summary:

  • Implemented problem-based learning (PBL) across three core medical disciplines.
  • Utilized clinical case studies within small-group tutorials to drive learning.

Related Experiment Videos

  • No statistically significant difference in final scores, but notable increase in student motivation.

    • Impact:

    • Increased student motivation, particularly in Biochemistry, shifting passive learning attitudes.
    • Contributed to the establishment of a medical education office to support innovation.
    • Demonstrated feasibility of integrating PBL into single disciplines for broader medical education reform in Portugal.