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.
Highlights
Much has been said about problem based learning (PBL) and the long-term benefits associated with it
What does it take to ensure the successful implementation of PBL in medical education? As opposed to conventional teaching approaches PBL requires that the facilitator reexamine his/her role as content expert and reconsider the delivery power which takes place in class
The research problem that this study sought to investigate is: how can PBL are successfully implemented in medical education? In attempting to answer the research problem, this study was directed to the following research objectives: * To determine the difficulties and challenges of PBL faced by medical students * To identify a framework of PBL for medical education * To determine the strategies for the implementation of PBL in medical education
Summary
An exploration of the strategic challenges of problem based learning (PBL) in medical education environment: A paradigm shift from traditional lectures. Srikumar Chakravarthi[1], H.S. Nagaraja[2] and John Paul Judson2 1Dept.
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