Problem‐based medical education: development of a theoretical foundation and a science‐based professional attitude

Abstract

Problem-based learning, combined with early patient contact, integration between different subject areas, elements of multiprofessional education, and special emphasis on the development of communications skills has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping. Critics have questioned the depth of the scientific and theoretical aspects of the curriculum. Through a series of specific measures in the organization of the curriculum and examinations, and due to the pedagogical principles involved per se, our claim is that students graduating at Linköping do possess the required theoretical knowledge and a scientific attitude to the practice of medicine, at least equivalent to that obtained in a more conventional medical curriculum. One such specific measure is that all students perform one field study and two scientific studies during the course of the curriculum. An investigation of student opinions regarding the value of performing scientific projects of their own have shown that these projects have had a positive impact on the students' general scientific attitude and their willingness to engage in future scientific work. The specific skills acquired, as confirmed by oral examinations, were largely determined by the scientific nature of the chosen field of study. Our graduates have not yet progressed far enough in their careers for comparisons to be made on the basis of the Swedish Licensing Board Internship Examinations, but continuing evaluations of students, graduates and licensed doctors emerging from the curriculum will provide future evidence as to whether our present evaluation is correct.

Centres for Clinical Education (CCE): Developing the Health Care Education of Tomorrow A Preliminary Report

“…A student-driven ward at the Health University of Linkoping and a Clinical Skills Laboratory at Faculty of Medicine in Copenhagen was the inspiration in this choice of methods (Dahle et al, 1997;Aspegren, 1999).…”

Assessment in Problem-Based Learning Medical Schools: A Literature Review

“…The use of the MEQ has also been reported by other PBL medical schools. 14,24,25,32,46,61,[67][68][69][70] Clinical reasoning test modules. 71 Clinical reasoning test modules were developed at Southern Illinois University from the PBL Module 72 to reflect the hypothetico-deductive model of reasoning.…”

“…Furthermore, including mandatory scientific works and readings was thought to allow for the development of a science-based professional attitude. 69 No study of reliability and validity was reported. Tutor, peer, and self-assessment.…”

A survey of UK medical schools' arrangements for early patient contact

“…EPC is appreciated by students (Friedberg & Glick 1997;Johnson & Scott 1998;Vieira et al 2003) and valued by staff (Friedberg & Glick 1997;Johnson & Scott 1998). Comparing outcomes in performance has been problematic due to small sample sizes (Pamies et al 1994) and the difficulties of longitudinal follow up (Dahle et al 1997). A recent systematic review concluded that it 'helps medical students learn, helps them develop appropriate attitudes towards their studies and future practice, and orientates medical curricula towards society's needs' (Littlewood et al 2005).…”