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Introducing problem-based learning into a traditional undergraduate medical curriculum
T Ostbye1, M L Fernando, M Robinson
1Department of Epidemiology and Biostatistics, Faculty of Medicine, University of Western Ontario, London, Canada.
The National Medical Journal of India
|September 1, 1996
Summary
Problem-based learning (PBL) integration in medical education enhances student engagement and interest in curriculum reform. This model balances PBL with traditional methods, addressing challenges in faculty development and evaluation.
Area of Science:
- Medical Education
- Curriculum Development
- Pedagogy
Background:
- Problem-based learning (PBL) is increasingly adopted in Canadian medical schools.
- The University of Western Ontario employs a hybrid model with 20% PBL and 80% didactic teaching in the first two undergraduate years.
Purpose of the Study:
- To discuss six years of experience implementing PBL within a traditional medical curriculum.
- To outline the processes and challenges encountered during the integration of PBL.
Main Methods:
- Emphasis on developing multidisciplinary, 'three-dimensional' cases (biological, behavioral/psychosocial, population issues).
- Integration of PBL with didactic teaching methods.
- Development of valid and reliable examination and evaluation procedures.
Main Results:
- Students responded positively to PBL, appreciating the break from lectures and opportunities for in-depth exploration.
- Increased faculty interest in medical education reform and enhanced recognition of teaching for appointments and promotions were observed.
Conclusions:
- Integrating PBL into traditional medical curricula presents challenges in aligning teaching values, assessment, and faculty engagement.
- Successful PBL implementation can foster greater student engagement and drive broader interest in medical education reform.