Student Facilitated PBL &amp;ndash; A Capstone Collaborative Learning Experience in the Griffith University MBBS Program.

Heather Alexander,Raymond Tedman,Barbara Wallace,Helen Pountney

doi:10.3991/ijet.v6i1.1512

Student Facilitated PBL &ndash; A Capstone Collaborative Learning Experience in the Griffith University MBBS Program.

Heather Alexander, Raymond Tedman + Show 2 more

Open Access

https://doi.org/10.3991/ijet.v6i1.1512

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Abstract

We report on an innovation in teaching and learning designed to extend the collaborative learning of PBL, that occurs during the first two years of a four year graduate entry medical program, to a capstone learning experience to assist the transition to a hospital based year 3. During the last five weeks of Year 2 the PBL sessions consist of an initial student facilitated session early in the week followed by a large format session for the entire class convened by two clinicians. The new format PBL was perceived positively by the students and staff involved and may have advantages over traditional formats in developing studentsâ?? clinical reasoning and differential diagnosis skills.

Highlights

Medical students undergo a significant transition in learning when they move from the early years of a medical program, where learning takes place within a medical school, to the later years of their program where learning is based in the clinical environment
Medical programs using Problem-Based Learning (PBL) curricula in the early years of the program often find PBL challenging to implement in the later years when students are located within the clinical environment and consider alternate formats [1,2,3]
We report on an innovative new format of PBL at the end of the second year of a 4 year medical program, designed to assist students with this transition to the clinical learning environment

Summary

Introduction

Medical students undergo a significant transition in learning when they move from the early years of a medical program, where learning takes place within a medical school, to the later years of their program where learning is based in the clinical environment. Griffith University has licensed the clinical scenarios, curriculum documentation and associated resources from the Flinders University Medical Program as the framework for its medical curriculum, but over a period of six years the Flinders curriculum has been reviewed, updated and redesigned for on-line delivery using a totally new electronic delivery, communication and evaluation system which has been designed to incorporate the underpinning cognitive principles surrounding the PBL cases [5] Part of this redesign has been the development of a new approach to PBL in the latter part of the second year of the program, designed to further develop clinical reasoning skills and to improve the transition to full time clinical exposure in Years 3 and 4

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Conclusion