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9th Annual Meeting 
of the 
International Association of Medical Science Educators 

July 14-19, 2005
 

Abstract Category: Methods

Poster ID: M6

Changing Student Perceptions of Problem Based Learning (PBL) in Department of Paediatrics at Kingston Hospital UK

Ochonu A. S. Ifere, MRCPCH*, Edward Simanton, Ph.D. and Andy Winrow FRCPCH, Department of Paediatrics Kingston Hospital Kingston upon Thames Surrey UK ,  Office of Medical Education University of North Dakota

While problem based learning is a common method of learning at medical schools around the world, student perceptions vary greatly from region to region and continue to change.  This was illustrated by the use of PBL sessions as part of an undergraduate pediatric clerkship at Kingston Hospital , UK .  Thirty-three medical students (24 British and 9 American) from three medical schools (2 in the UK , 1 in the Caribbean ) were surveyed regarding their experience and attitudes toward PBL before and after a five-week PBL based educational experience (from February 2002 to September in 2002).   Students were in groups of 5 – 8 students in each five week period.

The PBL experience consisted of ten sessions (one hour each), 5 cases (2 sessions/case) group self assessment, and feedback at the end of each case.  Problems were based on actual patients (with details and identifying information removed).  Sessions were facilitated by an MD with educational training. 

While all American students reported finding PBL useful in the initial survey, significantly fewer (only 50%) British students reported favorable attitudes toward PBL.  In surveys completed at the end of the clerkship, American attitudes had not changed (100% favorable) but British students’ approval had increased to from 50% to 96%.

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