Problem-based Learning Case Quality Improvement

Susan Cymbor, M.D.,* Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, 44195 U.S.A.

Purpose

After an exhaustive literature review, no structured case quality improvement has been published. During the development of the curriculum in our new program at CCLCM of CWRU, we established pathways to assess and maintain the problem-based learning (PBL) case quality.

Methods

Each case lasts 110 minutes, thrice weekly. On day three of the case, each of the four groups of eight students receives a list of the case’s objectives and assesses whether each objective was achieved during PBL by the entire group. If the students decide that an objective was not achieved during PBL, then they postulate a reason.

The course director, PBL facilitators and seminar leaders meet to discuss the week’s work on day 3. The students’ feedback is shared and the PBL facilitators express their opinions. Notes are recorded during the weekly meetings. At the end of the course, a student focus group is formed and more information is gathered about the PBL cases.

Results

The course and PBL director meet to discuss all of the feedback to improve the case quality. If an objective was not achieved during the PBL case, then either the student portion or facilitator guide is amended or the objective is deleted.

Conclusion

During almost two years of curriculum review, no case needed to be revised for the same reason after a change had been made. Some course directors disagreed with the feedback after one year and decided to change the case or facilitator guide after two years of repetitive data.