Abstract
IntroductionProblem-based Learning (PBL) curricula, like all curricula, require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum. The study intended to evaluate the PBL curriculum delivery from the perspective of the clerkship students at the University of Botswana-Faculty of Medicine.MethodsA cross-sectional study was conducted among clerkship students in Family Medicine, Paediatrics, Internal Medicine and Surgery. During a 4-week period, each respondent completed weekly a questionnaire based survey tool. The three part questionnaire consisted of demographic data, 'seven-jumps' adapted from a 'typical' PBL tool to evaluate PBL process and 11 items 'adopted 'from the Short-Questionnaire-to-Evaluate-the-Effectiveness-of-Tutors in the PBL tool to evaluate the PBL facilitation with open ended questions at the end.ResultsOf the 81 eligible participants, 89% (n=72) responded. We collected back 141 (49%) forms out of the 288 expected (72 X 4 weeks). PBL first sessions took place all the time only in Family Medicine and in about 75% of the time in Pediatrics but none were conducted in the other disciplines. Overall, they evaluated the PBL process as 'good' (median= 8 /10) and the PBL facilitation as 'very good' (median=9 /10). Students appeared to have differing opinions on the preferred approach to the nature of patient problems that the PBL sessions should be structured around.ConclusionDespite students rating PBL process as 'good' and facilitation as 'very good', PBL first sessions were not consistently undertaken.
Highlights
Problem-based Learning (PBL) curricula, like all curricula, require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum
PBL curricula require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum [6]
This study found that there was no uniformity in the way PBL case scenarios were generated; they were derived from clerked patients by students in Family Medicine, while paper cases were used in other rotation blocks
Summary
Problem-based Learning (PBL) curricula, like all curricula, require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum. The study intended to evaluate the PBL curriculum delivery from the perspective of the clerkship students at the University of Botswana-Faculty of Medicine. PBL first sessions took place all the time only in Family Medicine and in about 75% of the time in Pediatrics but none were conducted in the other disciplines Overall, they evaluated the PBL process as 'good' (median= 8 /10) and the PBL facilitation as 'very good' (median=9 /10). The UB-FOM's PBL curriculum implementation and facilitation in clerkship was yet to be evaluated, though an early study from UB-FOM conducted on one group of 26 students who were commencing their rotation in emergency medicine attested that more than 90% of students supported the PBL approach [8]. This study intended to evaluate the PBL curriculum delivery from the perspective of the clerkship students at UB-FOM
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