Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

A student-centred, problem-based curriculum: 5 years' experience

J E Des Marchais1

  • 1Université de Sherbrooke, Que.

CMAJ : Canadian Medical Association Journal = Journal De L'Association Medicale Canadienne
|May 1, 1993
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

[Medical education at the dawn of the 21st century: a challenge for the French Units of Education and Investigation].

Annales de medecine interne·2000
Same author

A Delphi technique to identify and evaluate criteria for construction of PBL problems.

Medical education·1999
Same author

[New pedagogic approaches adapted to the teaching of pharmacology, the activities centered on the student].

Therapie·1999
Same author

Clinical teachers as humanistic caregivers and educators: perceptions of senior clerks and second-year residents.

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·1998
Same author

Sustaining curricular change at Sherbrooke through external, formative program evaluations.

Academic medicine : journal of the Association of American Medical Colleges·1998
Same author

Developing and evaluating the student assessment system in the preclinical problem-based curriculum at Sherbrooke.

Academic medicine : journal of the Association of American Medical Colleges·1996
Same journal

Rheumatoid synovitis of the elbow mimicking rheumatoid nodule.

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same journal

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same journal

What pool closures in Canada mean for health.

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same journal

Fatal rabies in a child.

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same journal

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same journal

Otitis externa.

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
See all related articles

The University of Sherbrooke successfully transitioned to a problem-based learning (PBL) curriculum in medical education. This shift demonstrated the feasibility of moving from traditional teaching to innovative PBL methods.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Pedagogy

Background:

  • Traditional medical curricula often rely on lecture-based instruction.
  • There is a growing interest in student-centered learning approaches.
  • Implementing curriculum reform requires careful planning and faculty development.

Purpose of the Study:

  • To review the initial 5-year experience of implementing a problem-based learning (PBL) curriculum at the University of Sherbrooke's school of medicine.
  • To describe the program's goals, activities, instructional format, and assessment methods.
  • To evaluate the feasibility and impact of shifting from a traditional to a PBL curriculum.

Main Methods:

  • A retrospective review of the first five years of the PBL curriculum implementation.

Related Experiment Videos

  • Description of program goals, learning activities schedule, instructional format, and student assessment.
  • Analysis of faculty training needs and resource implications.
  • Reporting of student reactions and revisions in clinical clerkships.

    • Main Results:

    • The transition to a PBL curriculum was found to be possible and feasible.
    • The PBL program is more demanding on teachers, necessitating enhanced pedagogical training.
    • No additional financial resources were allocated for the reform.
    • The preclinical reform influenced the revision of clerkship sessions, integrating PBL principles into clinical reasoning.

    Conclusions:

    • The Sherbrooke experience validates the successful implementation of a problem-based learning curriculum in medical school.
    • Shifting to PBL requires significant investment in faculty training and pedagogical support.
    • PBL principles can be effectively integrated into clinical reasoning components of medical training.