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Journal of Medical Education

Sustaining the Effectiveness of PBL in a Medical Curriculum

Abstract

For reasons that include the need to train doctors that are suitable for an era of rapidly evolving body of knowledge, several medical schools now adopt the problem-based learning (PBL) curriculum. However, it is possible for a medical school to start on a sound PBL philosophy, but soon deviate from it and yet claim to be PBL-driven. One principal reason for this is that all the major factors (academic staff students, administration) that make for a sustained and successful PBL curriculum are in a flux. This paper discusses how the interactions between these factors may affect the quality of the PBL curriculum. The quality depends on how much the philosophical principles set out at the onset is sustained and transferred from one generation of staff and students to the other. A critical mass of convert tutors (traditionalist faculty who welcome the PBL approach) is necessary for the transitional process and for the sustenance of a good PBL curriculum. This mass must possess two synergistic characteristics: an internalization of the PBL philosophy (to ensure quality), and enthusiasm (to ensure growth). A combination of both factors will ensure the qualitative growth of the PBL curriculum. If the staff is conversant with the philosophy, but lacks enthusiasm, the curriculum will not grow. On the other hand, an enthusiastic staff that lacks philosophy, is a recipe for curriculum failure. Administrative support for updates, including attendance at conferences, orientation for new staff and students is highly desirable. The students also need an internalization of the philosophy, so they can, in conjunction with the start develop a synergy that would promote the qualitative growth of the curriculum. Students’ motivation (enthusiasm) is also valuable, and may be best achieved through a multifaceted assessment process that seeks to evaluate the effectiveness of the PBL curriculum. The maintenance of a proper alumni-monitoring system will also help in evaluating the effectiveness of products of the PBL curriculum.

First Page

298

Last Page

302

DOI

10.6145/jme.200309_7(3).0011

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