21st Century Problem-Based Learning: A Medical Education Asset by Rational Design or Retrofit

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Author(s): Susan Ely (California Health Sciences University College of Osteopathic Medicine, USA), Joanne H. Greenawald (Virginia Tech Carilion School of Medicine, USA)and Richard C. Vari (Virginia Tech Carilion School of Medicine, USA)
Copyright: 2020
Pages: 20
Source title: Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education
Source Author(s)/Editor(s): Ruth Gotian (Weill Cornell Medicine, USA), Yoon Kang (Weill Cornell Medicine, USA)and Joseph Safdieh (Weill Cornell Medicine, USA)
DOI: 10.4018/978-1-7998-1468-9.ch006

Keywords: Medical Education / Medical Information Science Reference / Medicine & Healthcare

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Abstract

An account of 21st century problem-based learning (PBL) in preclinical medical education is provided through a detailed explanation of the overall process, a description of PBL case construction, and a brief consideration of related activities, including case wrap-up sessions and facilitator debriefing meetings. Composition of student PBL groups, the role of the faculty facilitator, and PBL decorum are also explored in this chapter. The implementation of PBL in a new medical school curriculum by rational design is compared to the introduction of PBL into an existing medical school curriculum by retrofit. Advantages and challenges of PBL are enumerated; a brief comparison of PBL with team-based learning (TBL) is also included.

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21st Century Problem-Based Learning: A Medical Education Asset by Rational Design or Retrofit

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