Problem-based Learning Alongside Clinical Experience: Reform of the Manchester Curriculum  

Oleh:

O'neill, P.A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Education for Health (Change in Training & Practice ) vol. 11 no. 1 (Mar. 1998), page 37-48.
Topik: Problem-based learning

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Perpustakaan FK Nomor Panggil: E11.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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In 1994, Manchester became the first school in the UK to introduce problem-based learning (PBL) as the major learning strategy for Year 1 students. Unlike most other medical schools, our aim was to continue with PBL into clinical clerkship. We considered that clinical reason skills would be strengthened through the parallel use of PBL which stimulates to generate hypotheses to explain clinical problems. The paper describes our experience in establishing PBL in a clinical environment. Years 3 and 4 are similar in design to years 1 and 2. There are four core modules each with an overarching theme, developed from those used in the first two years. Each core module is managed by a multidisciplinary team. The working problems were written using the defined core content of the whole curriculum. In order to integrate the ‘paper’ curricula based on the working problems and that created by the students‘ clinical experience, we amended the steps in the PBL group process. Clinical teaching in the UK relies heavily on National Health Service (NHS) doctors. A broad approach was taken to staff development, with newsletters, presentations, individual discussion and work shops. A program of focused workshop for potential PBL tutors was implemented. Experience to date has been positive, with PBL taking place in a clinical environment. Evaluation is ongoing.

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