Problem-Based Learning in Physician Assistant Training Programs

Abstract

The extent to which problem-based learning (PBL) methods are implemented by physician assistant (PA) training programs is not known. Neither is it known to what degree problem-based learning has been integrated into the curriculum for those programs that do utilize it. Using a 34-item questionnaire, all PA programs accredited by ARC-PA at the time of the study (134) were surveyed to address these issues. The response rate of 75.4% was considered sufficient to provide basic information about problem-based learning methods in physician assistant training. Most programs (76.2%) have implemented PBL at some level within their curricula. A large proportion perceive significant institutional barriers to implementing or expanding PBL within their training programs. A minority of programs reported using PBL in 50% or more of their coursework. Specific applications of PBL varied among institutions, with the most reported use being the closed-looped PBL method. Most programs not utilizing PBL have at least considered it but decided against using it for various reasons.