A pilot course as a model for implementing a PBL curriculum

Abstract

Many medical schools are shifting to a problem-based learning (PBL) curriculum, some without any transition period, others using periods of parallel-track curricula. The authors report on and discuss a third strategy for implementing PBL: using a pilot course as a model to facilitate the transition. After the Université de Montréal Faculty of Medicine chose to switch PBL, one course in the third year of the traditional curriculum was changed to PBL format 11 months before the new curriculum was to start in September 1993. This was done to develop local expertise, to gain confidence, to test the feasibility of the method, to produce a showcase, to assess more accurately the resources required, and to provide a practice ground for the curriculum planners and managers and the faculty-development training team. The authors discuss the planning of the pilot course, the training of the faculty in various aspects of PBL (writing problems, tutoring methods, etc.), the course implementation, and the course evaluation. Overall, the pilot course was well received by both the faculty and the students and provided much beneficial information that assisted the university in its transition to a new PBL curriculum.

Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review

“…There are only 15 publications that analyze the satisfaction of tutors, most of them surveys or questionnaires [ 85 , 88 , 92 , 98 , 108 , 110 , 119 ]. In comparison with the satisfaction of the students, here the results are more neutral [ 112 , 113 , 115 , 120 , 121 ] and even unfavorable to the PBL methodology in two publications [ 117 , 122 ].…”

The Changing Face of Dental Education: The Impact of PBL

“…31 Experiences at Harvard and at the University of Hawaii have been recorded by Moore 22 and Anderson. 32 One approach to the introduction of a PBL curriculum is the initial introduction of a "pilot" program, 33 or "parallel track" program, as was initiated at University of Southern California 1-2 in 1995. The introduction of a PBL pedagogy requires the completion of several essential events to prepare both the dental faculty and the school facility for the optimal environment for the pedagogy.…”

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;…”

“…These include unclear communication of the learning methodology, objectives and assessment method; bad management and organisation of the sessions; tutors having little experience of the method; and a lack of standardisation in the implementation of the method by the tutors. Tutor satisfaction There are only 12 publications that analyze the satisfaction of tutors, most of them surveys or questionnaires (Bernstein et al 1995;Vincelette et al 1997;Khoo et al 2001;Gurpinar et al 2009). In comparison with the satisfaction of the students, here the results are more neutral (Macallan et al 2009;Subramaniam et al 2014;Khan & Al-Swailmi 2015;Chang 2016;Yoo et al 2019) and even unfavorable to the PBL methodology in two publications (Gri th et al 1996;De Lowerntal 1996).…”