Problem-based learning as a tool in postgraduate medical education

Abstract

Background: Critical thinking and self-directed learning are essential features of postgraduate medical education in respiratory medicine. Differences in academic background, clinical training programmes and culture of learning present major challenges to ensure physcians are well equipped to pursue a career in academic medicine. Problem-based learning (PBL) is widely used in some undergraduate medical schools in the UK to facilitate development of independently minded physicians. We hypothesised that PBL tools built into voluntary monthly tutorials for physicians undertaking a postgraduate clinical research degree will increase their confidence and ability to appraise research, and pursue a career in academic medicine. Methods: Qualitative assessments were conducted on students who attended PBL tutorials compared to those who didn’t. The primary outcome assessed performance in the critical appraisal assessment. Secondary outcomes included student confidence and desire to pursue a career in academic medicine. Results: Clinical research students who attended PBL tutorials performed significantly better in their critical appraisal assignment. In addition, these students scored significantly higher in confidence and desire to pursue a career in academic medicine. Conclusions: PBL in postgraduate medical education may help physicians to better understand new research in their field as well as encourage physicians to pursue a career in academic medicine.