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An Exploration of the Strategic Challenges of Problem Based Learning (PBL) in Medical Education Environment: a Paradigm Shift from Traditional Lectures


Affiliations
1 Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, Malaysia
 

This study was done to explore the challenges of problem-based learning (PBL) in medical education and to propose a framework with implications for practice and learning. The paper uses a total of 24 undergraduate medical students divided into 3 groups who participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 18 statements through Likert scale ratings. In addition, semi-structured interviews were conducted with 6 medical PBL facilitators. Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data are used to support certain important issues. The successful development of PBL will depend on re-establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non-routine rigorous educational systems to enhance learning.

Keywords

Problem Based Learning (PBL), Medical Education, Focus Group Discussion, Malaysia
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  • An Exploration of the Strategic Challenges of Problem Based Learning (PBL) in Medical Education Environment: a Paradigm Shift from Traditional Lectures

Abstract Views: 419  |  PDF Views: 138

Authors

Srikumar Chakravarthi
Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, Malaysia
H. S. Nagaraja
Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, Malaysia
John Paul Judson
Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, Malaysia

Abstract


This study was done to explore the challenges of problem-based learning (PBL) in medical education and to propose a framework with implications for practice and learning. The paper uses a total of 24 undergraduate medical students divided into 3 groups who participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 18 statements through Likert scale ratings. In addition, semi-structured interviews were conducted with 6 medical PBL facilitators. Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data are used to support certain important issues. The successful development of PBL will depend on re-establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non-routine rigorous educational systems to enhance learning.

Keywords


Problem Based Learning (PBL), Medical Education, Focus Group Discussion, Malaysia

References





DOI: https://doi.org/10.17485/ijst%2F2010%2Fv3i2%2F29683