PBL: An Introduction
Problem-based Learning (PBL)
PBL originated in McMaster University, Canada in the 70s, and was introduced gradually into medical schools worldwide. Most importantly, many have been convinced that PBL is an effective learning methodology as it became part of the curriculum when the Harvard University Medical School promoted the New Pathway Medical Education Reform in 1985.
This is an era of knowledge explosion when medical students find it impossible to learn all the medical knowledge within 3-4 years in medical school. The aim of medical education is thus to encourage and train the students to acquire the ability of self- and life-long learning, and PBL is considered the best way for such a purpose.
CMU School of Medicine adopted PBL in basic medical and clinical curriculum since 2001, and extended the use of PBL in the first two years of pre-medical curriculum since 2006.
The goals of PBL:
- To face problems in life and occupation with self-motivation and enthusiasm
- To solve problems effectively by means of integration of sound knowledge
- To acquire and practice effective self-learning skills and to sustain life-long learning
- To assess continuously the learner's knowledge, skills of problem solving and self-learning
- To train effective collaboration skills of individual group members
PBL course layout
First to Forth Year: 14 groups/class; 8-10 students/group
Year 1 and Year 2 (pre-medical, biochemical and basic medical curriculum): case study will be discussed twice; each time lasts for two hours.
First time: discussion, raising questions and putting forward hypotheses.
Second time: Presentation of data, discussion, assessment and a 15-min wrap up. Start of next case study next time.
Year 3 and Year 4 (integrated curriculum): case study will be discussed twice; each time lasts for two hours.
First time: discussion, raising questions and putting forward hypotheses.
Second time: Presentation of data, discussion and assessment and a 15-min wrap up. Start of next case study next time.