Problem-Based Learning is an instructional strategy in which a facilitator provides an environment that prompts and energizes self-directed student learning around specific learning objectives. The goals of Problem-Based Learning include:

• Allowing students to integrate basic science concepts with the practice of medicine in the context of a series of clinical case scenarios.
• Assisting students in developing good differential diagnostic skills through the critical application of basic science concepts
• Providing students with an opportunity to improve their assessment and patient management skills under constructive direction of peers (small group) and faculty (facilitator)
• Giving students the opportunity to develop skills necessary to work cooperatively with peers throughout their professional careers.
• Helping students become familiar with the available resources that promote them to become "life-long" learners

PBL Learning Format:  

Information about each case is presented in stages. As facts are accumulated, students develop a Differential Diagnosis (DDx) --  hypotheses  to explain  the nature of the patient's problems --  and make decisions about diagnostic testing and therapeutic management. Learning issues become apparent when members of the group are unable to explain a fact or the underlying basic science principles that are involved.

Between small group sessions, students independently investigate learning issues utilizing textbooks, scientific literature, consultants, and other resources. When students return to the case in small group, learning issues are discussed. Additional information about the patient is presented, the DDX is modified as needed and new learning issues are generated. The case is completed during the third session.  Final decisions regarding diagnosis, management and treatment are made.  Learning objectives are reviewed.

PBL Case Subjects:  

Cases for PBL are developed prior to the beginning of the core by faculty members from the College of Medicine or senior medical student who are enrolled in the PBL Case Writing for M4 Students (M-ID 728).

Faculty Responsibility: 

The function of the PBL facilitator is not to be a source of information, but to ensure that the group accomplishes the objectives of the case. The major tasks that need to be accomplished by the PBL facilitator are to: 1) help establish a positive learning climate within the group, 2) engage students in the learning process by encouraging active participation and self-directed learning, 3) "manage the chaos", and 4) provide on-going feedback to the group and the individuals who comprise the group. The facilitator is also responsible for the evaluation of performance of the students.

All members of the group are responsible for researching the primary learning issues, identifying resources, and critiquing the resources. Students are not to divide up the primary learning issues among the members of the group. Individual students may choose to look up secondary learning issues on their own. Remember, since learning issues are to be formed based upon the learning needs of the group, some groups may develop different learning issues than other groups.

It is appropriate, and even expected, for a student to say "I don’t know" and to ask questions during a PBL small group session. Everyone has different areas of strengths and weaknesses. No one can know everything. The wise and experienced clinician readily admits this fact and is not afraid to say, "I don’t know, but I will get the answer as needed."

Facilitators complete an assessment of each student's performances following the last session. These evaluations will be sent to students 10-15 days after completion of the case. A significant portion of a student’s assessment depends upon the quality of contribution to the group. This mostly includes "speaking out" during discussions. On the other hand, students should not overwhelm or monopolize group discussion. This can result in a lower assessment by the facilitator.

The cognitive portion of each PBL case will be tested during the morning Core examination immediately following completion of the case. There will be approximately 10 – 15 multiple choice or short answer questions covering the subject matter of the case. These questions will be based on the learning objectives outlined for the students and the facilitators.