Problem-Based Learning (PBL) Course DescriptionPBL is both figuratively and literally situated in the middle of the NUFSM curriculum. As such it provides a superb vehicle to integrate the morning (basic science) and afternoon (Patient-Physician-Society) curricula by posing problems that stimulate inquiry, critical thinking and application and integration of the sciences (biological, behavioral and social) basic to medicine. Through this active, collaborative, case-based learning process students acquire a deeper understanding of the principles of medicine but more importantly acquire the skills necessary for life-long learning. The goals of PBL are for students to: - Acquire, synthesize and apply basic science knowledge in a clinical context
- Engage in critical thinking and problem-solving
- Develop the ability to evaluate their learning and collaborate with peers
- Effectively utilize information technology and identify the most appropriate resources for knowledge acquisition and hypothesis testing
- Contextualize and communicate their knowledge to others
Problem Based Learning is a metaphor of how students will learn for the rest of their lives. Patients will pose problems that will pique their curiosity and stimulate their learning. No one gives practicing physicians the curriculum, lecture notes and readings for each patient. They need to work collaboratively and independently to acquire the knowledge and skills that will permit them to maintain and enhance their competence. Hence, their patients will provide the stimulus for life-long learning, provided they develop the attitude to learn and they acquire the skills and habits necessary to do so. In a similar fashion, PBL will pose problems to students in the form of reality-based cases (usually taken from the real-life experiences of the case authors). The PBL process gives students the opportunity to not only acquire knowledge but to apply it, synthesize it, interpret it and teach it to other students. This represents a much deeper form of learning than merely memorizing and regurgitating facts on a multiple choice exam. PBL as a learning format fosters faculty student interaction early in their medical school experience. Each PBL group has about eight students and a faculty tutor/facilitator. Case information is disclosed progressively across two or more sessions for each case. This process mimics the manner in which a practicing physician obtains data from a patient. Typically a physician takes a medical history which is followed by a physical examination. Further information is obtained in laboratory tests and other diagnostic procedures. Each step in this process adds information, allowing the physician to hone his/her diagnostic skills and to develop a differential diagnosis. Problem Based Learning has developed a similar format, allowing students to develop progressive learning issues and hypotheses as the additional pieces of information about a patient are disclosed to the student. The students identify learning issues and needs and assign learning tasks among the group. The students discuss their findings at the next session and review the case in light of their learning. Groups meet for two hours, twice weekly for five to six weeks. Four PBL "blocks" occur in the first year and three in the second year. In PBL, students are expected to work actively in groups, but also to work independently to analyze cases, identify key problems embedded in the cases, bring to bear prior learning and experience, and identify issues for further learning. Self-directed, student-centered learning is a basic feature of problem-based learning. Active participation in analysis, critical thinking and problem solving is another key feature. Identification of learning issues, pursuit of additional information (from bibliographic resources, faculty, colleagues, and other sources), and peer education in review of the case are also principles of PBL. Effective and efficient management of information technology is an increasingly important aspect of life-long learning that has become an important aspect of the PBL process. Numerous studies of learning have demonstrated that active, engaged participation is essential for learning, and problem-based learning vests the responsibility and activity in the student. A recent publication attests to the success of PBL in improving medical student performance as measured by USMLE scores and residency program director evaluations (Hoffman et al, Acad Med. 2006; 81:617). | 
