Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Comparing problem-based learning and lectures.

Article Excerpt
Abstract

This study documents medical students' opinions of the relative efficacy of PBL versus lectures. Second-year medical students exposed to both traditional lectures and PBL were surveyed regarding their attitudes towards PBL and its effectiveness compared to lectures. Eight-two students" (85%o) completed the anonymous questionnaire. Most students valued PBL. Students favored lectures for efficiency and directing learning, while PBL was endorsed for breadth of learning and enhancing interpersonal skills. Students more often endorsed PBL over lectures in achieving various educational goals.

Introduction

Problem-based learning (PBL) curricula require students and faculty to acquire and refine different skills than a traditional, lecture-based curriculum demand. Though PBL curricular components are widespread (1) in medical education, few schools use it for more than 50% of their preclinical curriculum. Some schools employ it as "tracks" selected by a subset of students rather than required of all. Some studies indicate that while student outcomes do not differ significantly between standard lecture-based curricula and problem-based learning, the latter is harder to implement (2), and poor implementation leads to problems for faculty, and more importantly, participating students. (3). Evidence exists that problem-based learning curricula yield learners with increased competence in teamwork skills, communication skills, independent study abilities (4) and increased lifelong learning skills (5). This approach demands that learners demonstrate flexibility, "generosity with knowledge", and situational awareness. Some programs screen students for qualities that predict success in this instructional format (6), though it might be argued that those with lesser skills for collaborative learning and teamwork need a PBL curriculum the most.

At Michigan State University College of Human Medicine, all of our students participate in a traditional lecture-based curriculum during their first year of medical school, followed by a primarily-problem-based learning curriculum in their second year. While some students support problem-based learning as an effective model of clinical problem-solving, others see the experience as inefficient and highly variable. Faculty support PBL as fostering independent learning but have concerns about the resources required. After experiencing...

View this article FREE - Now for a Limited Time, try Goliath Business News
Free for 3 Days!