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Related Experiment Videos

A pilot course as a model for implementing a PBL curriculum

J Vincelette1, R Lalande, P Delorme

  • 1Unité de recherche et la développement en éducation médicale (URDEM), Université de Montréal Faculty of Medicine, Montreal, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|August 1, 1997
PubMed
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Implementing problem-based learning (PBL) in medical education can be challenging. A pilot course effectively modeled the transition, providing valuable insights for faculty and students at the Université de Montréal.

Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Medical schools are increasingly adopting problem-based learning (PBL) curricula.
  • Transitions to PBL vary, including parallel-track curricula or abrupt changes.

Purpose of the Study:

  • To evaluate a third strategy for PBL implementation: using a pilot course as a transitional model.
  • To develop expertise, assess feasibility, and identify resource needs for a full PBL curriculum switch.

Main Methods:

  • A single third-year medical course was converted to PBL format 11 months prior to the full curriculum change.
  • Faculty training focused on PBL principles, problem development, and tutoring.
  • The pilot course underwent planning, implementation, and evaluation.

Main Results:

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  • The pilot PBL course was positively received by both faculty and students.
  • Valuable information was gathered to support the broader curriculum transition.
  • The pilot facilitated faculty development and provided a practical testing ground.

Conclusions:

  • A pilot course is an effective strategy for facilitating the transition to a problem-based learning curriculum in medical schools.
  • This approach helps build confidence, refine methods, and prepare stakeholders for curriculum change.