An experiment in problem-based learning

Abstract

Problem-solving skills are important for medical students and problem-based learning (PBL) is especially suited to general practice. Therefore an experiment using a form of PBL was introduced into a new 4-week course in general practice for final rotation students at the University of Glasgow in the session 1992-93. The experiment aimed to introduce students to an alternative method of learning to the traditional one previously used by them in their course, to encourage teamwork and to encourage the use of alternative methods of obtaining information. The method, centred around allowing the students to investigate problems they choose themselves, is described. The evaluation of the course by written standard form, free written comments and audiotape recorded interviews with a one in four sample of the class is presented. The students selected many interesting problems and used many different and unusual sources of information in researching them. This method of learning was compared with the parallel lecture course and was thought by the students to be more interesting but less relevant than the lecture course. The experiment showed that it is possible to introduce a problem-based form of learning into a new course in parallel with more traditional methods of teaching and for it to be at least partially successful for students much more used to a traditional didactic curriculum. Ways of improving the course in the future to make it more sensitive to the students' learning needs are discussed.

Scaffolding for Success in Problem-Based Learning

“…Other research confirms that at least some of the excess time that students associate with PBL may be directed at information gathering, and therefore suggests that it is the nature of a problem that can be fixed 44 "in a packed medical curriculum the advantages of ease of retrieval of information from textbooks and the compact presentation of facts possible in lectures are all too readily appreciated" (p.144).…”

“…Morrison and Murray, 44 in discussing the results of a student survey of PBL course which provided evidence of high motivation but low relevance, suggest that at least some of basis for the low scores in perceived relevance could be directly related to exam anxiety, stating that Support structures need to consider the wider context in which students find themselves. The benefits of PBL are often constrained by implementation factors, such as consideration for external (non-PBL) courses and student perceptions of time requirements, or by gradual introduction of the PBL environment (such as gradated fidelity), or by bounding the degree to which ideals are attempted to be implemented.…”

Students Perception towards Problem Based Learning

“…Morrison JM stated that, it is possible to introduce problem-based learning into new curriculum parallel with traditional modes of teaching. [14]. PBL does not appear to hamper knowledge acquisition and may develop characteristics that result in "better" clinicians postgraduation.…”

Introduction of Problem Based learning as an innovative T-L method in Physiology at Dr Shankarrao Chavan Govt Medical College, Nanded

“…Faculty members have expressed doubts about the wisdom, effectiveness, and educational efficacy of such a format to teaching the sciences basic to medicine [5] Experiments by medical teachers have shown that it is possible to introduce a problem-based form of learning into a new course in parallel with more traditional modes of teaching, making it successful to some extent for students who are used to a didactic form of curriculum [6]. Our study revealed that posing problems of clinical situation to students make the inquiry driven learning more interesting.…”