Short Communications
Challenges and Opportunities Offered by PBL: Students’ and Facilitators’ Perspectives
Authors:
P.K. Rajesh ,
Former Dean, Head of Medical Education, Faculty of Medicine, AIMST University, MY
B. Sengodan,
Former Deputy Dean, Senior Associate Professor of Pathology, Faculty of Medicine, AIMST University, MY
A. Singh,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
S. Sehgal,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
- Suvindran,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
J. Daniel,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
- Arulkumaran,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
Ong Yan Zie,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
R. Patel,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
M. Kaur,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
Leong Ai Leng,
Alumni of AIMST Faculty of Medicine, AIMST University, MY
N. Bhattacharya,
Former PBL coordinator, Faculty of Medicine, AIMST University, MY
D. Selvakumar,
Former Faculty member, Faculty of Medicine, AIMST University, MY
K.K. Ong,
Former Faculty member, Faculty of Medicine, AIMST University, MY
K.A. Narayan
Former Faculty member, Faculty of Medicine, AIMST University, MY
Abstract
This paper aims at offering solutions to student’s concerns regarding PBL and to highlight the scope of PBL in filling up the knowledge gaps in the curriculum.
Feedback received from MBBS students completing their preclinical phase of training over the last three years was analysed. Feedback included student opinion and suggestions regarding the course, curriculum, teaching learning methods and assessment. Students who were PBL group leaders during their preclinical phase were called in for a focus group discussion with facilitators who were experienced in PBL formulation and facilitation. Subtopics discussed ranged from scheduling of tutorials, punctuality, availability of suitable venues and facilities, role of the facilitator, group dynamics especially the non-participation of certain students. The repetition of learning outcomes in different PBL’s and the PBL assessment pattern were also discussed. Solutions suggested included orientation of students, training and briefing facilitators, shuffling of PBL groups and vetting of the PBL material. The students volunteered to simulate and record an ideally and a poorly conducted PBL session. These sessions could be used to orient the new students and faculty to PBL facilitation. The overall objectives of the course and the intended specific learning outcomes of each trigger are key factors to develop PBL into a valuable tool for filling up the knowledge gaps in any curriculum in an active learner driven environment.
How to Cite:
Rajesh, P.K., Sengodan, B., Singh, A., Sehgal, S., Suvindran, .-., Daniel, J., Arulkumaran, .-., Zie, O.Y., Patel, R., Kaur, M., Leng, L.A., Bhattacharya, N., Selvakumar, D., Ong, K.K. and Narayan, K.A., 2017. Challenges and Opportunities Offered by PBL: Students’ and Facilitators’ Perspectives. South-East Asian Journal of Medical Education, 11(1), pp.62–65. DOI: http://doi.org/10.4038/seajme.v11i1.10
Published on
01 Jun 2017.
Peer Reviewed
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