Problem Based Learning in Medical Education
Merina Dongol
Sign up for access to the world's latest research
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Abstract
AI
AI
Problem Based Learning (PBL) is an educational strategy used in medical schools globally to enhance student motivation, self-directed learning, and cognitive skill acquisition through collaborative problem-solving in small groups. Originating from Mc-Master University, its adoption has increased, with structured implementations at various institutions, notably BPKIHS and KUSMS. While PBL promotes active learning and integration of knowledge, challenges persist, including logistical issues in large classes, maintaining tutor availability, and ensuring comprehensive evaluation methods. The effectiveness of PBL relies on well-prepared cases, dedicated groups, and skilled facilitators.
Key takeaways
- In problem based learning (PBL) students use "triggers" from the problem case or scenario to define their learning objectives.
- Sufficient time should be allowed each week for students to do the self directed learning required for PBL.
- • Story unfolds, step-by-step • Narrative provokes discussion leading to next step How to create effective PBL scenarios • Learning objectives likely to be defined by the students after studying the scenario should be consistent with the faculty learning objectives.
- An ideal PBL group is around 6-8 students and any more than 12 students become unmanageable.
- PBL requires a major shift in the way teachers deal with students, The 'knowledgeable' teacher is no longer dominating learning and students and teachers become equal partners in the learning process.
Related papers
New educational program “Medicine + PBL” – requirement of time or innovation?!
Mefanet Journal, 2017
Changes that are made in education during last decade is the guarantee of Georgia’s integration in the European educational space. Accordingly, medical education must be based on the international standards and must be result oriented to get the competitive graduates on the medical market. Within the new medical educational program “Medicine + PBL” a new Problem Based Learning (PBL) teaching method has been implemented on the faculty of Medicine at Akaki Tsereteli State University (ATSU) during 3 years. The innovations are the basic medical and clinical disciplines that are integrated in the program, also their supporting courses and social disciplines. The structure of the program is conditionally divided into three steps: teaching basic, preclinical and clinical subjects and clinical teaching and clinical practicing stages. Medical Doctor (MD) program is a “hybrid” program, where so called PBL cases are integrated into medical disciplines. In order to reach the learning outcomes, ...
The Use of Clinical PBL in Primary Care in Undergraduate Medical Schools
Revista Brasileira de Educação Médica
Introduction: Problem-based learning (PBL) is a collaborative student-centered learning method for small groups, based on the mobilization of previous knowledge and on critical reasoning for problem solving. Although it has been used predominantly in the classroom, when applied in clinical studies, PBL can increase the intrinsic motivation and long-term knowledge retention. In addition, Clinical PBL represents a more effective option to learn from practice considering the students' overload in clinical clerkships in the Unified Health System (UHS). This study aimed to assess the students' perception of a Clinical PBL model implemented in Primary Health Care (PHC) clerkships during the first four years of the Medical Course at the University of Ribeirão Preto (UNAERP) in 2017. Method: The primary outcome was assessed by the DREEM (Dundee Ready Educational Environment Measure) tool, which contains 50 items distributed in five dimensions. The questionnaire was applied to 374 medical students, corresponding to 78% of the total number of medical students from the first to the fourth year. Results: For most of the evaluated items, the students' perceptions were "positive", including the dimensions "Perception of Teachers", "Perception of Academic Results" and "Perception of the General Environment". For the dimensions "Perception of Learning" and "Perception of Social Relationships" the evaluation was "more positive than negative". The DREEM total score was 124.31, corresponding to 62.15% of the maximum score, which indicates a perception that is "more positive than negative" regarding the Clinical PBL. The internal consistency given by Cronbach's alpha was 0.92. Conclusion: The use of Clinical PBL in PHC qualifies learning from practice, is well accepted by medical students and offers a useful option to the students' overload in the clinical clerkship during the first four years of the Medical School.
Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students
Internet Journal of Medical Update - EJOURNAL, 2012
ABSTRACT: Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide. But, is there real evidence that PBL is more effective than traditional approaches? In this report, outcomes of a PBL tutorial in 55 second year MBBS students have been evaluated by the facilitators (subjective evaluation) and by asking the students a set of questions based on the intended outcome of the PBL ( objective evaluation) soon after the completion of PBL tutorial. In the subjective assessment by the facilitators, all the students scored over 80% marks. In the objective assessment, out of 55 students, only three students scored over 50% marks. Perusal of answers to individual questions revealed appalling lack of knowledge of the subject. To conclude, before introduction of PBL-based curriculum in medical schools, usefulness of PBLs in preclinical medical ...
2016: Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College.
AL- Kindy Col Med J 2016:Vol. 12 No.1, 2016
Background: Scientific education aims to be inclusive and to improve students learning achievements, through appropriate teaching and learning. Problem Based Learning (PBL) system, a student centered method, started in the second half of the previous century and is expanding progressively, organizes learning around problems and students learn about a subject through the experience of solving these problems. Objectives:To assess the opinions of undergraduate medical students regarding learning outcomes of PBL in small group teaching and to explore their views about the role of tutors and methods of evaluation. Type of the study: A cross-sectional study. Methods: This study was conducted in Kerbala Medical Colleges among second year students. A self-administered questionnaire was prepared to evaluate the newly applied teaching system. The study analysis included simple descriptive analysis and determining association through t-test, chi square test and regression analysis and using structural equation models to determine simultaneous association between different students' demographic characteristics and potential predictors using SPSS-20 and Amos software at a significance level of < 0.05. Results:A total of 131 undergraduate medical students participated in the study with a response rate of 94%. The majority (93%) have indicated that PBL strategy contributed effectively to their knowledge development with a similar majority (92%) considering PBL successful new teaching method. About 86% reported that would choose PBL rather than conventional method and also 86% would advise PBL for others. Similarly, high majority indicated that various PBL activities are essential. Regarding the tutors' role in PBL, the majority (92%) indicated that this role was positive and fundamental. According to two thirds (68%) of participants PBL application in Kerbala Medical college was very good application while a higher majority described various PBL sessions as successful and positive and fundamental role of tutors was stressed by most students. Conclusions: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasized group atmosphere and facilitation skills of tutor in learning.
Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College
Background: Scientific education aims to be inclusive and to improve students learning achievements, through appropriate teaching and learning. Problem Based Learning (PBL) system, a student centered method, started in the second half of the previous century and is expanding progressively, organizes learning around problems and students learn about a subject through the experience of solving these problems. Objectives:To assess the opinions of undergraduate medical students regarding learning outcomes of PBL in small group teaching and to explore their views about the role of tutors and methods of evaluation. Type of the study: A cross-sectional study. Methods: This study was conducted in Kerbala Medical Colleges among second year students. A self-administered questionnaire was prepared to evaluate the newly applied teaching system. The study analysis included simple descriptive analysis and determining association through t-test, chi square test and regression analysis and using structural equation models to determine simultaneous association between different students' demographic characteristics and potential predictors using SPSS-20 and Amos software at a significance level of < 0.05. Results:A total of 131 undergraduate medical students participated in the study with a response rate of 94%. The majority (93%) have indicated that PBL strategy contributed effectively to their knowledge development with a similar majority (92%) considering PBL successful new teaching method. About 86% reported that would choose PBL rather than conventional method and also 86% would advise PBL for others. Similarly, high majority indicated that various PBL activities are essential. Regarding the tutors' role in PBL, the majority (92%) indicated that this role was positive and fundamental. According to two thirds (68%) of participants PBL application in Kerbala Medical college was very good application while a higher majority described various PBL sessions as successful and positive and fundamental role of tutors was stressed by most students. Conclusions: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasized group atmosphere and facilitation skills of tutor in learning.
How to Apply Problem-Based Learning in Medical Education? A Critical Review
Iberoamerican Journal of Medicine , 2020
Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.
Challenges in Problem-Based Learning and Suggested Solutions at the School of Medicine, Walailak University: A Mixed-Methods Study
Ramathibodi Medical Journal, 2018
Background: Problem-based learning (PBL) was used in basic and clinical sciences learning in an integrated approach. Despite its implementation into medical curricula around the world over four decades ago, group dynamic issues in PBL are still abundant. To date, there is no publication addressing the difficulties in PBL for Thai medical students. Objective: To explore difficulties in PBL and suggest solutions at the School of Medicine, Walailak University. Methods: A sequential explanatory mixed method was employed using the triangulation method to get the information from students, facilitators, and a medical curriculum expert. Anonymous online survey data from students emphasised barriers to PBL and respondents’ suggestions. Content analysis was performed on written feedback from facilitators. Finally, a researcher performed a semi-structured interview with a medical curriculum expert. Data were collected throughout the academic year 2016. Results: A total of 83 (86.5%) medical students responded to the survey, 58 students (69.9%) reported no difficulties in their learning process; 25 students (30.1%) disclosed challenges in learning. Facilitators’ feedback was collected from a total of 23 PBL sessions. Factors affecting the PBL process included facilitators’ characteristics, course organisation, and learning environment. Favourable characteristics for facilitators included thinking process support (28.7%), appropriate and constructive feedback (27.9%), listening skills (24.3%), safe environment (14.0%), and being concise (5.1%). Conclusions: Three major factors contributing to PBL difficulties among Thai medical students were facilitator’s quality, course organisation, and learning environment. Hence these factors should be optimized to allow students to achieve the best learning process and outcome.
Short-Term Outcomes Of A Near-Full PBL Curriculum In A New Taiwan Medical School
The Kaohsiung Journal of Medical Sciences, 2009
Problem-based learning (PBL), which incorporates principles of adult learning, is an important innovation in medical education. The use of PBL in health professional curricula is becoming more widespread. The curriculum design and the ways of implementing PBL are different among schools. More evidence is needed before a full PBL curriculum can be successfully implemented in an Asian medical school. Fu Jen Medical School is the first school in Taiwan to adopt a near-full PBL approach for the 3 rd and 4 th year curriculum (the medical education in Taiwan is mostly a 7-year undergraduate program). Fu Jen Medical School launched the interdisciplinary case-based, small group learning and integrated curriculum in 2002. This study investigated the short-term outcomes of this PBL curriculum, evaluated from several aspects. First, the self-directed learning readiness of the medical students before and after they entered the PBL curriculum was investigated using the Self-Directed Learning Readiness Scale (SDLRS). Second, semi-structured qualitative interviews were conducted with 5 th and 6 th year medical students and clinical instructors to understand the impact of PBL on the learning of clinical medicine. Finally, the passing rates in the Taiwan Medical Licensure Examination were compared with those of other medical schools in Taiwan. After 1 year of PBL, medical students at Fu Jen Medical School showed significant increases in the total SDLRS score, and in the subscores for learning strategy and self-assessment. These changes persisted until the end of 2 years of PBL. Students in their clinical years claimed that they were more active in learning, and had better learning skills and confidence in selfdirected learning as compared with students from lecture-based curricula. PBL helps their clinical reasoning process, self-directed learning abilities and the use of knowledge in basic science to explain the clinical problem. On the other hand, the students thought that PBL had limited breadth and depth in clinical medicine and could not give them enough confidence in facing the national licensure examination. The initial batches of medical students (students from the first three cohorts) had the highest passing rate for Part 1 (basic sciences in medicine) and students from the first two cohorts had a 100% passing rate for Part 2 (clinical medicine) of the Taiwan Medical Licensure Examination. A near-full PBL curriculum in Asian medical schools is feasible and could encourage students to improve their self-directed learning abilities, learn adequate knowledge in basic sciences, and experience positive effects on learning clinical medicine. Better preparation of students for integrated learning of basic and clinical sciences are still needed, as is an emphasis on tutor training to improve the effectiveness of tutorial discussions.
Problem Based Learning: Learning from the Experiences of Medical Students
2020
Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1st and 2nd year MBBS of Institute 1 and 110 students of 1st and 2nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics....
Implementation of PBL: piecemeal or all the way?
sefi.be
The transformation from traditional teaching to student-centred learning is a widespread global phenomenon. Since the introduction of Problem-Based Learning (PBL) as the main didactic method at the new medical school of McMaster University in Canada ...
Related papers
Problem based learning (PBL) - approach to learn medicine: an experience from a medical school of Nepal
Journal of Biomedical Sciences, 2014
No Available.DOI: http://dx.doi.org/10.3126/jbs.v1i1.10926Journal of Biomedical Sciences 2014, 1(1): 3-5
Faculty Perception and Attitude on Problem Based Learning (PBL) in Medical College from Central India
Background: PBL is an innovative teaching learning method that enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops longlasting memory. It is an established leading educational innovative method in medical sciences throughout the world. In India, it is used by only few institutions. The reason may be the lack of awareness or negative perception on PBL. Aims: To study the response of medical faculty on PBL. Material and Methods: The study was conducted at the Index Medical College Hospital and Research Centre, Indore, India. The introductory sensitizing lecture cum discussion was organized on PBL. Pre-Test, Post-Test and feedback data from the faculty was encoded in numerical variables and analyzed by the SPSS. Results: Fifty eight faculty participated, 82.14% were entry and junior level, 80.34% didn’t attend any course on medical education, 94.6% have not attended any kind of formal training on PBL, 78.5% desired to acquire special training and 83.9% were in the favor of PBL. There was significant improvement in the knowledge of faculty on PBL as evidenced by post test and feedback data (Unpaired t test P value equals to 0.0009). Conclusion: The faculty’s attitude was receptive on implementation of the PBL but majority of them required special training which can be conducted by the medical education department of the institute with the collaboration and support of other institutions that run the PBL in their curriculum. It should be integral part of the PBL implementation programme at institute.
Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine
Introduction: The aim of this study is to determine the opinions of tutors and students about the effectiveness of Problem-based Learning in Dokuz Eylul University School of Medicine. Methods : A questionnaire with a five-point Likert scale, with 1:minimum, 5;maximum, rating PBL effectiveness was administered in February and March of 2001 to tutors and students. Response rates of tutors and students were respectively 65.0% (130 out of 201) and 82.4% (346 out of 420). The reliability of the scale was high (Cronbach α= 0.90). Results: Ratings of tutors and students respectively on identified outcomes of PBL varied between 3.80-4.69 and 3.69-4.27 out of 5 points. Both groups gave high ratings to the areas of clinical reasoning, communication and problem solving and gave lower ratings to gaining basic science knowledge. Basic science tutors rated the areas of problem solving, gaining basic science knowledge and intrinsic motivation of students significantly higher than did clinical science tutors. Discussion: According to the results of this study, tutors` and students` opinions about PBL outcomes were similar to those previously reported in the literature. Both groups had positive opinions about PBL's effectiveness. As has been reported in other studies, tutors and students gave the lowest ratings to the area of gaining basic science knowledge. However, the ratings of basic science tutors were higher than those of clinical science tutors in this area. This may be due to preexisting beliefs of clinical science tutors regarding the effectiveness of PBL for teaching factual basic science knowledge.
A pilot study on Problem based learning to assess its usefulness in integration of preclinical and para clinical subject's knowledge with clinical subjects
Medical graduation is a very lengthy course which includes learning of pre-clinical, para clinical& clinical subjects. But many medical students opined that, they didn't understood the link between Preclinical& para clinical subjects with clinical subjects. Problem based learning(PBL) technique is an innovative tool to resolve the problem. Based on this background we conducted a study with an aim to assess the usefulness of PBL technique. Materials and Methods: The current study was an experimental pilot study conducted among the 4 th semester MBBS students of RIMS Medical College, Ongole during the month of June 2016. A total of 20 students were selected& grouped in to 2 groups by randomization. Traditional class was taken for one group& Problem based learning technique was applied on another group. Pre-session knowledge and post-session knowledge of students were assessed with a structured questionnaire which includes both cognitive& affective domain questions. Data was analysed with the help of SPSS-21 trial version. Results: The average marks obtained by the students in pre-session& post session evaluation were 10±1.86& 10.96±2.39 respectively out of 20 marks. The average marks obtained by the students in post session evaluation in traditional class group& PBL class group were 10.1±1.85& 11.8±2.65 respectively. All the students in PBL class group stated that overall satisfaction was good& only 60% students in traditional class group stated that overall satisfaction was good. Conclusion: PBL class group students scored more marks in post session evaluation and were more satisfied with teaching method when compared to traditional class group students. Introduction Medical graduation is a very lengthy course with five and half year's duration. It includes learning of pre-clinical subjects, para clinical subjects and clinical subjects in nine semesters and one year compulsory rotatory internship period. All the medical students will study preclinical subjects like Anatomy, Physiology and Biochemistry during their 1 st year of MBBS course. Later they will learn para clinical subjects viz, Microbiology, Pharmacology, pathology and Forensic Medicine during 2 nd MBBS period. In their final MBBS course they will study clinical subjects such as ENT, Ophthalmology, SPM, Medicine, Surgery, Gynaecology, Paediatrics& orthopaedics etc. But many medical students opined that, they didn't understood the linkbetween Preclinical and para clinical subjects with clinical subjects. Some of the students also opined that, the advancement in the clinical subjects were not matched with knowledge acquired by them when studied pre and para clinical subjects.(1) Problem based learning technique is an innovative teaching method to resolve the problem faced by students in their transition period from pre-clinical to clinical subjects. It encourages the students to find the answers to their doubts and teaches them to draw conclusion for a given problem. It integrates all the subjects associated with the given problem. PBL is an instructional learner centred approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. (2)
Evaluation of Problem-Based Learning (PBL) Implementation: Perception of Students from Two Medical Schools
2017
Background: Institutions may have different interpretations of Problem-Based Learning (PBL) characteristics. As a result, the implementation of PBL may be completely different from one institution to another. Aim: This study aims to evaluate and compare the implementation of PBL at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt and Ibn Sina National College for Medical Studies (ISNC), Saudi Arabia from the viewpoint of student at both schools. Methods: This is a descriptive study, conducted at the FOM-SCU and ISNC and a convenience sample was taken from students in both schools (381 students at FOM-SCU and 479 students at ISNC). A validated, self-administered questionnaire was used to evaluate the quality of PBL implementation from the students’ points of view. Validity and reliability studies have been done for the questionnaire after its translation into Arabic. Descriptive statistics together with regression analysis were applied, using SPSS v.20. Results: Overal...
Evaluation of Problem Based Learning Course at College of Medicine, Qassim University, Saudi Arabia
The PBL approach to learning in medical education can be considered as the most significant educational innovation in the past four decades. PBL is by now a well established method of learning and instruction. Evaluating the success of PBL as compared to more traditional Lecture Based Learning requires more complex techniques. Objective: The objective of this study is to examine the conceptualization, design, implementation and usefulness of the PBL programme, and to determine its effectiveness.
Implementing of a problem-based learning strategy in a Saudi medical school: requisites and challenges
International Journal of Medical Education, 2018
Implementation of PBL curriculum involving multiple disciplines in undergraduate medical education programme
International Education Studies, 2010
This article describes how a multidisciplinary problem-based learning (PBL) curriculum was established at the International Medical University in Malaysia for preclinical education in a 5-semester phase 1 programme. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilitators and students, development of resource materials, curriculum design, and case writing were done in a manner that is consistent with the characteristics and learning style preferences of undergraduate medical students. About 80% of the lectures were kept in the new PBL program. The multidisciplinary PBL curriculum has been successful in helping undergraduate medical students mentally construct an understanding of the interrelationship between medical knowledge and basic science concepts. The experience at International Medical University, Malaysia, indicates that there are clear benefits for students in the PBL format. A benefit to faculty is that PBL tutorial facilitators were partly liberated from their traditional roles and developed additional skills for facilitating. However, conflict arises when PBL-trained students encounter the traditional exam-centered education system.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By the MBBS Students of a North Indian Teaching Hospital
2015
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL). Methods: A cross sectional prospective study was carried out among 145 3 rd year MBBS students in Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was collected by means of structured questionnaire. Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both. Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while 106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%) respondents preferred present scenario (LBL parallel with PBL)in JNMC. Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts. There is need to improve the information resources for PBL and enhancement of practical knowledge of students.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.