Abstract
Purpose: Problem-Based Learning (PBL) is one of the more prominent student-centred approaches introduced in medical education to enhance the effectiveness of traditional lectures that have not always succeeded in preparing medical students for problem-solving in clinical settings. We conducted a study that introduced a short PBL case in a traditional curriculum of first-year medical students and investigated students’ overall experience. Method: Participants were first-year medical students of a 6-year undergraduate medical programme (MD6) with varying levels of prior exposure to PBL, ranging from none to minor or some experience. All participants completed a questionnaire on their experience following completion of the PBL tutorial. Qualitative analysis of student comments allowed us to gain valuable insights, while quantitative analysis of their responses enabled us to assess their satisfaction with PBL in comparison to traditional lecture-based learning. Results: Analysis of the questionnaires revealed an overwhelmingly positive response from students towards the PBL approach, indicating a strong desire for more PBL-styled classes throughout their medical studies. Discussion: We have shown that the introduction of PBL in the first year of studies of a traditional lecture-based medical curriculum was well received by students, with the majority of them reporting that PBL was more interesting and more engaging than traditional lecturebased learning.
Recommended Citation
Loizou, Stella; Pavlou, Achilleas; Cory, Olivia Anne; and Ireland, Daniel Thomas
(2024)
"Introduction of PBL in the First Year of Traditional Medical Curriculum,"
Health Professions Education: Vol. 10:
Iss.
1, Article 12.
DOI: 10.55890/2452-3011.1062
Available at:
https://hpe.researchcommons.org/journal/vol10/iss1/12
