Blending an e-learning package into a problem-based learning module.

Abstract

Many medical schools have adopted a PBL (Problem Based Learning) approach to deliver their Undergraduate curricula. In doing so, many have adapted the PBL model in innovative ways. The aim of this article is to share the experiences of blending e-learning within an undergraduate Problem Based Learning (PBL) module at Manchester Medical School, UK. PBL is a student centred approach that facilitates learning through the experience of problem solving. The overall goals of PBL are to help students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.1 Most PBL programs organise students into facilitated groups that meet at regular (usually weekly) intervals to refresh existing knowledge, identify new learning objectives, work towards achieving them and share their learning with peer group members. The role of the facilitator is to support the learning process whilst encouraging them to extend their understanding.1 PBL can be used to deliver the entire curriculum as well as individual courses/modules. Increasingly, medical schools have developed some variations in the PBL model. One specific variation is through the use of e-learning. Blending the e-learning with PBL has been shown to make a positive contribution to student satisfaction and achievement2,3 and provides teaching aids for difficult study topics.4 PBL at Manchester Medical School (UK) In 1994 the University of Manchester medical school introduced PBL within its medical curriculum. Feedback regarding PBL was initially positive, but as time progressed, there was reported low student satisfaction in many aspects of the program. It was felt that this was partly related to the lack of clear guidance, direction and support during the PBL process. The School responded by undertaking a pilot revamp of the year 4 ‘Mind and Movement’ module. This module lasts a total of 12 weeks, with four weeks in Psychiatry, Neurology and Orthopaedics/Rheumatology with students completing weekly PBL cases. The revamp included the introduction of training for the PBL facilitators to be more proactive during PBL sessions and some experts reviewed the PBL booklets to include focused cases with more focussed and clear Intended Learning Objectives (ILOs). A major change was the introduction of a battery of e-learning resources to complement the PBL. Each student was given an iPad to access the new e-learning material. The e-learning materials consisted of three sets of online lectures which were developed for each weekly PBL topic and included brief introductory and summary lectures (15-30 minutes) delivered by a local Consultant, and a single in-depth lecture delivered by a renowned academic expert (45-60 minutes). In addition, supplementary clinical cases were developed for students to read and had videos to watch with a view to enhance the exposure to different clinical presentations. The e-learning also had links to resources such as clinical guidelines. Finally, some formative multiple-choice questions were available. Once the student completed the question, immediate feedback was presented.