INNOVATION IN MEDICAL EDUCATION: IMPLEMENTATION OF PROBLEM BASED LEARNING UNDER THE UMBRELLA OF A TRADITIONAL CURRICULUM - PERCEPTIONS OF STUDENTS AND FACULTY

Muhammad Mussadiq Khan; Zarmina Saga; Fareed Minhas; Idrees Anwar; Afifa Kulsoom; Farhan Hassan

doi:10.51253/pafmj.v62i1.14427

Authors

Muhammad Mussadiq Khan Rawalpindi Medical College, Rawalpindi
Zarmina Saga Rawalpindi Medical College, Rawalpindi
Fareed Minhas Rawalpindi Medical College, Rawalpindi
Idrees Anwar Rawalpindi Medical College, Rawalpindi
Afifa Kulsoom Rawalpindi Medical College, Rawalpindi
Farhan Hassan Rawalpindi Medical College, Rawalpindi

DOI:

https://doi.org/10.51253/pafmj.v62i1.14427

Keywords:

Adult learning strategies, Curriculum, Problem based learning

Abstract

Objective: To take the feedback of the students regarding the process of PBL, and of the faculty about student’s performance.
Study Design: Descriptive study.
Place and Duration of Study: The department of Medical education, Rawalpindi Medical College from 2007 till June 2008.
Subjects and Methods: The study was carried out in the first year class of 270 students at Rawalpindi Medical College. The Basic Sciences teaching was augmented by problem-based learning and integrated approach. Students of first academic year were allocated randomly to 20 batches each comprising 12-13 students. One facilitator was randomly allocated to each batch. Basic science faculty was made to participate actively in problem based learning along with clinical experts. The completed program was evaluated based on structured questionnaires.
Results: The response of students towards PBL as teaching strategy, was encouraging. Quantitative analysis showed that the mean score of the student’s performance was 14.74 (SD±3.255) out of 20. Most of the students (78.6%) agreed that the problem based learning facilitated their learning process whereas 6.5% disagreed and 14.9% did not comment.
Conclusion: The study showed that it is possible to adopt problem based learning in the undergraduate medical course under a conventional curriculum.

Downloads

Download data is not yet available.

References

1. Neufield VR, Woodward CA, MacLeod SM. The McMaster M.D. Program: A Case Study of Renewal in Medical Education. Acad Med.1989; 64: 423-32.

2. Jamal CS, Mubarak A. Problem Based Learning in Medical Education. PAFMJ 2007:3

3. Nandi PL, Chan JNF, Chan CPK, Chan P, Chan LPK. Undergraduate medical education: comparison of problem-based learning and conventional teaching. HKMJ 2000; 6: 301-6

4. General Medical Council. Tomorrow’s Doctors: recommendations on undergraduate medical education. London: General Medical Council, 2002.

5. Santos-Gomez L, Kalishman S, Rezler A, Skipper B, Mennin SP. Residency performance of graduates from a problem-based and a conventional curriculum. Med Educ 1990; 24: 366-75.

6. Rutkowski JA. Problem-based learning: Potential Application in a Hospital Setting, research project. Center for Public Service, Seton Hall University. March 2003.

7. Wood DF. ABC of learning and teaching in medicine: Problem based learning. BMJ Feb 2003; 326: 328-30.

8. Leung W-C. Is PBL better than traditional curriculum? The jury is still out. Student BMJ Sep 2001;9:306-07.

9. Wuenschell CW, Dalrymple KR, Shuler CF. PBL core skills faculty development workshop 2: Training faculty in group learning facilitation skills through role-modeling and role-play activities. J Dent Educ 2007; 71(5): 606-18.

10. Hmelo_silver C, Barrows H. goals and strategies of a Problem based learning facilitator. The Interdisciplinary Journal of Problem-Based Learning. 2006; 1:21-39.

11. Schmidt H G, van der Molen H T, Te Winkel W, & Wijnen W H F W . Constructivist, Problem based learning does work: A meta- analysis of curricular comparisons involving a single medical school. Educational Psychologist 2009, 44, 1-23

12. Barrows HS. Problem-based self directed learning. JAMA1983; 250: 3077- 80.

13. Vernon Dt, Blake RL Does problem based learning work? A metanaylysis of evaluative research. Acad Med 1993; 68: 550-63.

14. Blumbrerg P, Micheal J. Development of self directed learning; behaviour in a partially teacher directed problem-based learning curriculum. Teach learn med 1992; 4: 3-8.

15. Knowels M. The adult learner: a neglected species. Houstan: Gulf Publishing Company 1990.

16. Tulving E, Thomson DM. Encoding specificity and retrieval processes in episodic memory. Psychological Review 1973; 80: 352-73.

17. Sockalingam N and Schmidt HG. Characteristics of problems for problem- based learning: the students’ perspective. The Interdisciplinary Journal of Problem Based Learning 2011; 5(1): 6-33

18. Nandi PL, Chan JNF, Chan CPK, Chan P, Chan LPK. Undergraduate medical education: comparison of problem based learning and conventional teaching. HKMJ 2000; 6(3): 301-6.

19. Mennin SP, Martinez-BurrolaN. The cost of problem based vs traditional medical education. Med Educ 1986; 20: 187-94.

20. Bandura A. Social learning theory. Oxford, England: Prentice hall.

21. Hoffler TN, Leutner D. Instructional animation versus static pictures; a meta-anlysis. Learning and Instructions 2007; 17(6): 722-38.

22. Finucane P, Alley LA, Hayes TM. Comparison of teachers at a “traditional” and an “innovative” medical school. Med Educ 1995; 29:104-9.

23. Bargh JA, Schul Yon. The cognitive benefits of teaching. Journal of Educational Psychology 1980; 72: 593-604.

24. Smits PBA, Verbeek JHAM, Bulsonje CD. Problem based learning in continuing medical education: a review of controlled evaluation studies. BMJ 2002; 324:153-6.

25. Mitchell JE. Smith J. case study of the introduction of problem based learning in electronic engineering. International Journal of Electronic Engineering 2008; 45(2):131-43.