Revitalizing Pedagogy in a Medical Problem-Based Learning (PBL) Curriculum

Abstract

The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession.