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Using Problem-Based Learning In Neurosciences Education for Medical Students

Published online by Cambridge University Press:  02 December 2014

R. Allan Purdy ,
Timothy J. Benstead ,
D. Bruce Holmes  and
David M. Kaufman
R. Allan Purdy
Affiliation:
Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS
Timothy J. Benstead
Affiliation:
Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS
D. Bruce Holmes
Affiliation:
Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS
David M. Kaufman
Affiliation:
Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS
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Abstract

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Background:

A Curriculum Task Force proposed problem-based learning as one important educational strategy and recommended changes to a traditional medical curriculum.

Methods:

This paper describes how a problem-based learning course in neurosciences was developed and has evolved since its inception in the Dalhousie University Faculty of Medicine. The curriculum planning and design phases are outlined, followed by a description of how the course has been implemented and evaluated.

Results:

Program evaluation results are presented, describing student performance on examinations and their feedback about the course.

Conclusion:

The authors summarize lessons learned and identify future issues to continue the ongoing development of the course.

Résumé

RÉSUMÉ<span class='bold'><span class='italic'>Introduction:</span></span>

Un groupe de travail sur le curriculum a indiqué que l’apprentissage par problème est une stratégie d’enseignement importante et a recommandé des changements au curriculum médical traditionnel.

<span class='italic'><span class='bold'>Méthodes:</span></span>

Cet article décrit le développement et l’évolution d’un cours de sciences neurologiques basé sur l’ap- prentissage par problème, depuis son instauration à la faculté de médecine de l’Université Dalhousie. Nous donnons un aperçu des phases de conception et de planification du curriculum et nous décrivons comment le cours a été établi et évalué.

<span class='italic'><span class='bold'>Résultats:</span></span>

Nous présentons les résultats de l’évaluation du programme et nous décrivons la performance des étudiants aux examens et leurs impressions sur le cours.

<span class='italic'><span class='bold'>Conclusion:</span></span>

Les auteurs font un sommaire des leçons apprises et identifient les enjeux importants pour le développement du cours dans l’avenir.

Type
Neurological and Neurosurgical Education
Information
Canadian Journal of Neurological Sciences , Volume 26 , Issue 3 , November 1999 , pp. 211 - 216
Copyright
Copyright © The Canadian Journal of Neurological 1999

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