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Journal of Medical Education

Triggering Successful Problem-based Learning Sessions

Abstract

Problem-Based learning is double-edged swords: they can be highly effective or downright damaging, depending on the agility with which the tool is used. The facilitators’ role has been highlighted frequently, but the trend is now shifting towards the “Tutorless PBL”. Our own experience at International Medical University (IMU) has shown that senior students (semesters 4 and 5) are able to run PBL tutorials on their own, even if the facilitator could not show up. Often, facilitators find their role to be minimal with senior students. Whether tutorless or otherwise, the triggers (case) need to be thoroughly prepared, relevant, timely and should cover the right scope. Triggers that try to cover too much learning objectives result in students dividing the issues up amongst themselves. Some trigger are too fundamental and boring. During the Gastrointestinal Course, a questionnaire was distributed to Semester 3 students of the IMU. One of the issues addressed was that of the quality of triggers. Six PBL triggers were used for the 6-week course viz. dysphagia, peptic ulcer, diarrhoea, carcinoma of colon, jaundice and knife wound in the abdomen. Five of the triggers were of the usual type with objectives covering the basic and clinical sciences. The last trigger was designed specifically to “force” students into learning Anatomy in detail. The strengths and weaknesses of each trigger and the ways of improving them are addressed.

First Page

194

Last Page

197

DOI

10.6145/jme.200206_6(2).0009

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