Self-Directed Learning, A Guide for Learners and Teachers

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Problem-Based Learning: An Approach to Medical Education

Background Since the introduction of problem-based learning (PBL) at McMaster University in 1969, many medical schools in the USA, Canada and Europe have included PBL in their curricula. In the past decade, many medical schools in Asia have also done so. However, so far no one has questioned whether the outcomes expected of the learner in a PBL setting are applicable to students from different cultural upbringings.



Aim The aim of this study was to investigate the implementation of PBL in Asian medical schools, their students' perceptions of this new mode of teaching/learning and how the problems that have arisen may be overcome.



Method  Published reports and conference presentations were gathered on the implementation of PBL in some Asian medical schools and comparisons of the experiences in PBL of Asian and students of other ethnic backgrounds.



Results Most Asian medical schools and their students appear to be positive about adapting to PBL in their curriculum. The positive and negative observations appear to be similar to those experienced in non-Asian medical schools. The problems that arose for students in Asian medical schools in the early stages of implementing PBL appear to have been overcome after a period of adjustment with the help of supportive and open-minded tutors. The reports also suggested that trigger problems should be carefully designed to make them relevant and interesting for the students.



Conclusion Strong support from the academic administrators (dean and other staff responsible for implementation of the curriculum) in the introduction of PBL into the curriculum and careful training of both faculty and students appear to be key factors to ensure the successful implementation of PBL in Asian medical schools.

Implementation of problem‐based learning in Asian medical schools and students' perceptions of their experience

Advances in Health Sciences Education: Theory and Practice

Integrated curricula have been implemented in medical schools all over the world. However, among countries different relative numbers of schools with integrated curricula are found. This study aims to explore the possible correlation between the percentage of medical schools with integrated curricula in a country and that country’s cultural characteristics. Curricula were defined as not integrated if in the first 2 years of the program at least two out of the three monodisciplinary courses Anatomy, Physiology and Biochemistry were identified. Culture was defined using Hofstede’s dimensions Power distance, Uncertainty avoidance, Masculinity/Femininity, and Individualism/Collectivism. Consequently, this study had to be restricted to the 63 countries included in Hofstede’s studies which harbored 1,195 medical schools. From each country we randomly sampled a maximum of 15 schools yielding 484 schools to be investigated. In total 91% (446) of the curricula were found. Correlation of percent integrated curricula and each dimension of culture was determined by calculating Spearman’s Rho. A high score on the Power distance index and a high score on the Uncertainty avoidance index correlated with a low percent integrated curricula; a high score on the Individualism index correlated with a high percent integrated curricula. The percentage integrated curricula in a country did not correlate with its score on the Masculinity index. National culture is associated with the propensity of medical schools to adopt integrated medical curricula. Consequently, medical schools considering introduction of integrated and problem-based medical curricula should take into account dimensions of national culture which may hinder the innovation process.

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Influence of national culture on the adoption of integrated medical curricula

OBJECTIVE To introduce entrants in a medical university coming from traditional system of education to student-centered, problem based learning (PBL) and acquaint them with small group dynamics in order to make them life long learners. SETTING Ziauddin Medical University, Karachi, Pakistan. SUBJECTS First Year Students of Medical University. DESIGN The course was of ten hours, divided in six session. In the first session, there were exercises for interaction in small groups, followed by sessions on principles of learning, learning methodologies, PBL, assessment and lastly importance of feedback. RESULT Evaluation of the course revealed that 63% of the students agreed that the course achieved its objectives, 25% were not sure while 12% disagreed. Seventy one percent agreed that the course promoted student to student interaction, 24% were not sure while 5% disagreed. CONCLUSION The course made the process of transition from traditional system of learning to more innovative methods of learning, smoother for the students. The general feeling of the faculty members was that these students were able to perform better than the students who had not taken this course. It is too early to determine the success of this course. A follow-up study however is needed to evaluate the effectiveness of this course by determining the performance of students in small group session of Problem-Based Learning.

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Brula Aq

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An introductory course on study skills forming a bridge between traditional and problem based learning (PBL).