The New Mexico experiment

Kaufman, Arthur; Mennin, Stewart; Waterman, Robert E.; Duban, S; Hansbarger, Clark; Silverblatt, Helene; Obenshain, S. Scott; Kantrowitz, Martin P.; Becker, Terzah; Samet, Jonathan M.

doi:10.1097/00001888-198906000-00001

Cited by 167 publications

(8 citation statements)

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“…Advantages and disadvantages of PBL have been stated elsewhere (Barrows and Tamblyn, 1980;Kaufman et al, 1989) and we have listed the positive and negative aspects of our program as viewed by students and faculty. Since we did not employ the PBL sessions as tools to learn academic subjects, we are not able to comment on using this approach exclusively to teach didactic material.…”

Section: Discussionmentioning

confidence: 86%

“…Incorporated in this process is gathering information from pertinent sources (experts in the field, books, journals, etc. ), analyzing the information, developing hypotheses, and then sharing labors and thoughts with colleagues (Kaufman et al, 1989). Information gained in PBL is important and most likely will be retained longer by the student because he or she has been active in producing the information.…”

Section: Introductionmentioning

confidence: 99%

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Problem‐based learning with gross anatomy specimens: One year trial

et al. 1991

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A problem-based learning experience was implemented at the University of Florida College of Medicine during the Fall, 1989 gross anatomy course for first year medical and dental students. A problem for deliberation was selected by students at one dissecting table (two medical and two dental) that related to the cadaver they were dissecting. Each member of the group picked a single topic and researched that subject either through use of the library or personal contacts with basic science or clinical faculty. Specific times within the course were established for the problem-based sessions. Each student gave a 5 to 10 minute oral presentation to a faculty member and one or two other groups of students. The overall rating for the sessions by the students was positive (72.5% ranked them either outstanding or above average). Eighty-two percent of the students felt that these sessions were a useful method of providing clinical correlations with gross anatomy and 81.6% stated they thought the program should be continued next year. Conversely, approximately 20% of the students responded that they could have been doing something more productive with their time and several felt it was unfair that their sessions were scheduled just prior to an examination. Overall, the opinion of the faculty was that the sessions were a positive experience, encouraged cooperation between medical and dental students, and generated additional interest in the dissecting experience.

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Section: Discussionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Problem‐based learning with gross anatomy specimens: One year trial

et al. 1991

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“…The approach occupies a middle ground between shorter‐term training opportunities in rural and remote settings with no distributed campus (e.g. the Parallel Rural Community Curriculum at Flinders University in South Australia 12 and the Practical Immersion initiative offered by the University of New Mexico 13 ), and stand‐alone medical schools in traditionally under‐serviced settings, such as Keele University’s Medical School in northern England (formerly a distributed campus of Manchester University’s Medical School) 14 and the Northern Ontario School of Medicine 15 …”

Section: Introductionmentioning

confidence: 99%

Establishing a distributed campus: making sense of disruptions to a doctor community

et al. 2010

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Medical Education 2010: 44 : 256–262 Context In August 2004, the Northern Medical Program (NMP), a distributed campus of the Faculty of Medicine at the University of British Columbia, Canada, admitted its first students. Situated at the University of Northern British Columbia in Prince George, the NMP created new opportunities, challenges, stresses and changes for the approximately 180 local specialists and family doctors. This study examines the initial impacts of the NMP on doctors practising in its host community. Methods Qualitative interview methods were used. A purposive sample was drawn from: (i) doctors who had involvement with the NMP, and (ii) doctors who were not involved with the NMP. Data were collected from May to September 2007 using a semi‐structured interview guide. Interviews were audiotaped, transcribed and checked by participants. Analysis involved identifying, coding and categorising key emergent themes until saturation. Results Prior to the implementation of the NMP, doctors in Prince George had formed cohesive networks, in the face of adverse conditions, that functioned effectively as a form of social capital. The introduction of new doctors and resources through the NMP disrupted this sense of community cohesiveness. Over time, however, the NMP has created new mechanisms by which doctors interact and develop partnerships. Discussion The study confirms the value of a social capital framework for understanding a medical community’s adaptation to change. At this early point, it appears the NMP has created new mechanisms by which doctors can interact and develop the partnerships and relationships necessary to renew a sense of community cohesion.

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“…The mean number of participants was 2047 (38–14,370). There was a propensity towards surveying already practising physicians (n = 22,002), although Kaufman et al [14] used final year medical students (n = 511). Matsui et al [9] looked at a cohort of female medical school graduates who had graduated from Tokyo Women’s Medical University over a series of years (1989–2003).…”

Section: Resultsmentioning

confidence: 99%

“…Kaufman et al [14] looked at self-reported student interest in specific specialities and how this changes throughout medical school with a PBL/Non-PBL curriculum. They found that significantly more PBL students retained an interest in a career in primary care (P = 0.05) and significantly more PBL students switched to an interest in primary care during medical school (P = 0.05).…”

Section: Resultsmentioning

confidence: 99%

Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature

2017

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BackgroundNorth American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years. However, it has only recently been introduced in other medical schools outside of North America. Since its inception, there has been the debate on whether the PBL learning process predisposes students to select certain career paths.ObjectivesTo review available evidence to determine the predisposition of specific career paths when undertaking a PBL-based medical curriculum. The career path trajectory was determined as measured by official Matching Programs, self-reported questionnaires and surveys, and formally defined career development milestones.MethodsA systematic literature review was performed. PubMed, Medline, Cochrane and ERIC databases were analysed in addition to reference lists for appropriate inclusion.ResultsEleven studies fitting the inclusion criteria were identified. The majority of studies showed that PBL did not predispose a student to a career in a specific speciality (n = 7 out of 11 studies, 64%). However, three studies reported a significantly increased number of PBL graduates working in primary care compared to those from a non-PBL curriculum.ConclusionsPBL has been shown not to predispose medical students to a career in General Practice or any other speciality. Furthermore, a greater number of similar studies are required before a definitive conclusion can be made in the future.

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The New Mexico experiment

Cited by 167 publications

References 0 publications

Problem‐based learning with gross anatomy specimens: One year trial

Problem‐based learning with gross anatomy specimens: One year trial

Establishing a distributed campus: making sense of disruptions to a doctor community

Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature

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