Problem Based Learning in Medicine and Health Sciences

Code

MEDI4017

School

Medical Education Centre

Level

4

Credits

20

Semesters

Spring UK

Summary

This module explores the theory, practice and development of problem based learning and other enquiry based learning approaches. Participants will learn how to facilitate and run problem based learning sessions related to the health sciences. It provides the opportunity to observe and debrief actual PBL sessions used to deliver the pre-clinical medical curriculum at Graduate Entry Medical School, Derby. There will be a relevant review of the scientific literature supporting the concept of problem based learning and a review of the research into its efficacy.

Target Students

• Students on the MMedSci, PGDip and PGCert Medical Education courses• Healthcare professionals who wish to learn clinical educational skills• PGCHE students• Students wishing to register for CPD

Classes

• One 4-hour seminar each week for 10 weeks
• One 2-hour computing each week for 10 weeks
• One 1-hour computing each week for 10 weeks

This module explores the theory, practice and development of problem based learning and other enquiry based learning approaches. It provides the opportunity to observe and debrief actual PBL sessions used to deliver the pre-clinical medical curriculum at Graduate Entry Medical School, Derby. For 20 credits, 160 hours of self-directed study are expected, in addition to the course content.

Assessment

• 50% Coursework 1: Reflection on PBL cycle (2500 words)
• 50% Assignment: Written assignment (2500 words)

Assessed by end of spring semester

Educational Aims

Learning Outcomes

Students will gain a knowledge and understanding of: 
- the principles underpinning the theory of PBL.
- the reasons for structure in educational planning for PBL.
- the principles and methods of PBL design.
- the role of the facilitator in the application of problem based learning.

Students will be able to:
- devise a training programme to support stated learning outcomes and use PBL where appropriate. 
- select or construct themes for PBL to address educational needs and development of an individual.
- evaluate the knowledge which allows understanding of the relationship between a training programme and subsequent practice. 
- define and select suitable methods to teach theory and practice, taking cognisance of different learning styles and intended outcomes. 
- undertake formative assessment of the student by observation of PBL. 
- critically appraise and review published literature. 
- promote the principles of reflective learning and practice.
- plan a curriculum and to plan a course of study applicable to particular educational objectives.
- choose when to use PBL techniques. 
- evaluate the knowledge which allows understanding of the relationship between a training programme and subsequent practice. 
- differentiate between the variety of methods to teach theory and practice, taking cognisance of different learning styles and intended outcomes. 
- use appropriate information technology and use the available media in teaching. 
- communicate effectively in writing and by oral presentation.
- manage their time efficiently and prioritise tasks.
- evaluate observed, written or numeric information drawing justified conclusions from the evidence to enhance evidence-based practice.
- use a range of software packages including PowerPoint and Web design tools to support PBL.
- critically appraise and review published literature.

Conveners

• Dr Rakesh Patel