Problem-based learning in medical school: A student's perspective

Chang, Bliss J.

doi:10.1016/j.amsu.2016.11.011

Cited by 83Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

Problem-based learning in medical school: A student's perspective

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Chang, Bliss J.·2016·Annals of Medicine & Surgery

DOI 10.1016/j.amsu.2016.11.011PMC PMC5134085

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Abstract

Problem-based learning (PBL) has been a concept in existence for decades yet its implementation in medical student education is limited. Considering the nature of a physician's work, PBL is a logical step towards developing students' abilities to synthesize and integrate foundational concepts into clinical medicine. Harvard's recently redesigned Pathways curriculum has shifted almost exclusively towards PBL in its one-year preclinical curriculum. This piece provides my thoughts, both derived from my own reflections as well as conversations and observations of my peers, on the effectiveness, advantages, and disadvantages of a PBL curriculum. All in all, the feelings of my peers and I regarding PBL has been overwhelmingly positive despite potential areas of improvement and continued fine-tuning.

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In comparison with student satisfaction, tutor satisfaction results are more neutral.
“In comparison with the satisfaction of the students, here the results are more neutral [112, 113, 115, 120, 121]”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [121]

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Authors: Chang, B. J.
Affiliations: Harvard University (US)
Corresponding author: Chang, Bliss J.
ORCID: Chang, Bliss J.
Venue: Annals of Medicine & Surgery
Publisher: Ovid Technologies (Wolters Kluwer Health)
Published: 2016-12
Volume: 12
Pages: 88-89
ISSN: 2049-0801 (ISSN-L)
DOI: 10.1016/j.amsu.2016.11.011
PMC: PMC5134085
OpenAlex: W2549639630
Cited by: 83
References: 0
Citations by year: 2026: 5 · 2025: 5 · 2024: 3 · 2023: 7 · 2022: 11 · 2021: 21 · 2020: 10 · 2019: 8 · 2018: 8 · 2017: 5
FWCI: 31.07
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by-nc-nd
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
creativecommons.org/licenses/by-nc-nd/4.0/ (vor)
Locations: Annals of Medicine and Surgery (publishedVersion, cc-by-nc-nd)
Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-nd)
PubMed Central (publishedVersion, cc-by-nc-nd)
PubMed (publishedVersion)
Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
Topics: Social Sciences › Education › Problem and Project Based Learning
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords: problem-based learning, medical education, student perceptions, preclinical curriculum, Harvard Medical School, curriculum effectiveness, clinical integration

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Problem-based learning in medical school: A student's perspective

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