The effectiveness of problem-based curriculum in medical education
The effectiveness of problem-based curriculum in medical education
Problem-based curriculum represents an innovative approach to learning medicine through simulated and real health problems, which is an alterntive to the traditional curriculum based on disciplines. This study looks at the theoretical background, goals and educational value of the problem-based curriculum. The empirical study is focused on health-problem design characteristics, implementation and its impact.
A case-study methodology was used involving documentary analysis, interviews, observations, questionnaires and an inventory. Documentary analysis and interviews were used in three problem-based schools (Australia, Bahrain and Canada) aimed at cross-case, multi-site comparisons. In the main case-stuthree problem-based schools (Australia, Bahrain and Canada) aimed at cross-case, multi-site comparisons. In the main case-study school, cross-sectional and longitudinal studies were carried out with a learning approach inventory. The cross-sectional inventory data were compared with a regional discipline-based school. The use of a variety of qualitative techniques along with quantitative data representing a form of triangulation in this study, constitutes a unique model of case-study research design suitable for evaluation of curricula in the health professions.
The results of this study reveal the factors to be considered in design and implementation of health problems. Three definite stages evolved in the general organisation of health problems - basic concepts, organ systems and multisystems. The sequence of individual health problems and organ systems did not follow a common pattern. The basic concepts and a third of the health problems form a core for any medical school curriculum irrespective of its location.
The new curriculum was found to be effective in satisfying the educational needs of learners with favourable performance by the graduates of the main case study school. Relative deficiences between the problem-based curricula during implementation were identified as due to inadequacies in problem design features, role of teachers and assessment pattern used. The implications of this study provide for planned strategies and actions for users who intend to adopt, adapt or experiment a problem-based curriculum.
University of Southampton
Jayawickramarajah, Ponnampalam Thuraiveerasingam
1993
Jayawickramarajah, Ponnampalam Thuraiveerasingam
Jayawickramarajah, Ponnampalam Thuraiveerasingam
(1993)
The effectiveness of problem-based curriculum in medical education.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
Problem-based curriculum represents an innovative approach to learning medicine through simulated and real health problems, which is an alterntive to the traditional curriculum based on disciplines. This study looks at the theoretical background, goals and educational value of the problem-based curriculum. The empirical study is focused on health-problem design characteristics, implementation and its impact.
A case-study methodology was used involving documentary analysis, interviews, observations, questionnaires and an inventory. Documentary analysis and interviews were used in three problem-based schools (Australia, Bahrain and Canada) aimed at cross-case, multi-site comparisons. In the main case-stuthree problem-based schools (Australia, Bahrain and Canada) aimed at cross-case, multi-site comparisons. In the main case-study school, cross-sectional and longitudinal studies were carried out with a learning approach inventory. The cross-sectional inventory data were compared with a regional discipline-based school. The use of a variety of qualitative techniques along with quantitative data representing a form of triangulation in this study, constitutes a unique model of case-study research design suitable for evaluation of curricula in the health professions.
The results of this study reveal the factors to be considered in design and implementation of health problems. Three definite stages evolved in the general organisation of health problems - basic concepts, organ systems and multisystems. The sequence of individual health problems and organ systems did not follow a common pattern. The basic concepts and a third of the health problems form a core for any medical school curriculum irrespective of its location.
The new curriculum was found to be effective in satisfying the educational needs of learners with favourable performance by the graduates of the main case study school. Relative deficiences between the problem-based curricula during implementation were identified as due to inadequacies in problem design features, role of teachers and assessment pattern used. The implications of this study provide for planned strategies and actions for users who intend to adopt, adapt or experiment a problem-based curriculum.
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Published date: 1993
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Local EPrints ID: 462302
URI: http://eprints.soton.ac.uk/id/eprint/462302
PURE UUID: 9dc25297-1af3-480a-b451-ed0dfadf5ce9
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Date deposited: 04 Jul 2022 19:05
Last modified: 04 Jul 2022 19:05
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Author:
Ponnampalam Thuraiveerasingam Jayawickramarajah
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