Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: lessons from the University of Botswana

Abstract

IntroductionProblem-based Learning (PBL) curricula, like all curricula, require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum. The study intended to evaluate the PBL curriculum delivery from the perspective of the clerkship students at the University of Botswana-Faculty of Medicine.MethodsA cross-sectional study was conducted among clerkship students in Family Medicine, Paediatrics, Internal Medicine and Surgery. During a 4-week period, each respondent completed weekly a questionnaire based survey tool. The three part questionnaire consisted of demographic data, 'seven-jumps' adapted from a 'typical' PBL tool to evaluate PBL process and 11 items 'adopted 'from the Short-Questionnaire-to-Evaluate-the-Effectiveness-of-Tutors in the PBL tool to evaluate the PBL facilitation with open ended questions at the end.ResultsOf the 81 eligible participants, 89% (n=72) responded. We collected back 141 (49%) forms out of the 288 expected (72 X 4 weeks). PBL first sessions took place all the time only in Family Medicine and in about 75% of the time in Pediatrics but none were conducted in the other disciplines. Overall, they evaluated the PBL process as 'good' (median= 8 /10) and the PBL facilitation as 'very good' (median=9 /10). Students appeared to have differing opinions on the preferred approach to the nature of patient problems that the PBL sessions should be structured around.ConclusionDespite students rating PBL process as 'good' and facilitation as 'very good', PBL first sessions were not consistently undertaken.

Modern techniques of teaching and learning in medical education: a descriptive literature review

“…PBL is acknowledged as a powerful strategy supporting higher-order cognitive processes among the members of the group (Donner and Bickley, 1993). Knowledge application and diagnostic reasoning skills are acquired through given cases to address a variety of clinical problems ( Tshitenge, Ndhlovu and Ogundipe, 2017 ). Students develop better clinical reasoning skills, use time efficiently, and retain clinical knowledge.…”

Applications’ Efficiency of Modern Alternative Teaching Methods in Institutions of Higher Medical Education

“…Для вирішення різноманітних клінічних проблем застосовуються попередньо набуті знання і навички, при цьому поліпшується діагностичне міркування на основі аналізу конкретних випадків. У здобувачів вищої освіти розвиваються навички клінічного мислення, вони ефективно використовують час і активно здобувають клінічні знання [13]. Позитивний ефект від проблемного навчання повністю залежить від ефективної співпраці між здобувачем вищої освіти і викладачем за допомогою міжпрофесійного підходу, який зосереджений на командній роботі та гарантованій професійній ідентичності, формуючи тим самим професійне зростання.…”

Problem-based learning in medical degree teaching: a scoping review

“…The most frequent methodology were surveys or questionnaires (29 studies) followed by comparative studies with traditional or lecture-based methodology (19 studies, 7 of them were randomized). Almost all the studies (47) have shown that PBL is generally well-received (Sokas et al 1990;Blosser & Jones 1991;Usherwood 1991;Bernstein et al 1995;Kaufman & Mann 1996;Kalaian & Mullan 1996;Gresham & Philp 1996;Vincelette 1997;Kaufman & Mann 1999;Antepohl & Herzig 1999;Casassus et al 1999;Purdy et al 1999;Farrell et al 1999;Ghosh & Dawka 2000;Dyke et al 2001;Walters 2001;Leung et al 2001;Khoo et al 2001;Villamor 2001;Curtis et al 2001;Trevena & Clarke 2002;Chang et al 2004;McLean 2004;Casey et al 2005;Abu-Hijleh et al 2005;Lucas et al 2006;Burgun et al 2006;Gurpinar et al 2009;Suleman et al 2010;Wang et al 2010;Tian et al 2012;Elzubeir 2012;Sulaiman & Hamdy 2013;Albarrak et al 2013;Li et al 2013;Meo 2014;Khoshnevisasl et al 2014;Nosair et al 2015;González et al 2015;Tshitenge et al 2017;…”