What makes the learning of physiology in a PBL medical curriculum challenging? Student perceptions

Tufts, Mark A.; Higgins-Opitz, Susan B.

doi:10.1152/advan.90214.2008

Cited by 63Innovations in Medical EducationProblem and Project Based LearningBiomedical and Engineering Education

What makes the learning of physiology in a PBL medical curriculum challenging? Student perceptions

Tufts, Mark A., Higgins-Opitz, Susan B.·2009·Advances in Physiology Education

DOI 10.1152/advan.90214.2008

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Abstract

Physiology is an integral component of any medical curriculum. Traditionally, the learning of physiology has relied heavily on systems-based didactic lectures. In 2001, the Nelson R. Mandela School of Medicine (NRMSM; Durban, South Africa) embarked on a problem-based curriculum in which the learning of physiology was integrated with relevant clinical scenarios. Students are expected to gain an understanding of physiology through self-directed research with only certain aspects being covered in large-group resource sessions (LGRSs). It has gradually become evident that this approach has resulted in significant gaps in students' understanding of basic physiological concepts. A survey of student perceptions of needs for physiology was undertaken to gain a better understanding of their perceived problems and also to inform them of proposed curricular changes. Students were asked to what extent they thought physiology was essential for their understanding of pathology, interpretation of patients' clinical signs and presentation of symptoms, and analysis of laboratory results. Students were also invited to detail the difficulties they experienced in understanding in LGRSs on clinical and physiological topics. The results of the survey indicate that greater interaction of students with experts is needed. In particular, students felt that they lacked the basic conceptual foundations essential for the learning and understanding of physiology, since the difficulties that the students identified are mainly terminological and conceptual in nature.

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Authors: Tufts, M. A., & Higgins-Opitz, S. B.
Affiliations: University of KwaZulu-Natal (ZA)
Corresponding author: Tufts, Mark A.
Venue: Advances in Physiology Education
Publisher: American Physiological Society
Published: 2009-09
Volume: 33
Issue: 3
Pages: 187-195
ISSN: 1043-4046 (ISSN-L)
1522-1229
DOI: 10.1152/advan.90214.2008
OpenAlex: W2097933976
Cited by: 63
References: 28
Citations by year: 2026: 2 · 2024: 2 · 2023: 4 · 2022: 5 · 2021: 11 · 2020: 2 · 2019: 2 · 2018: 3 · 2017: 1 · 2016: 8 · 2015: 2 · 2014: 7 · 2013: 3 · 2012: 7
FWCI: 3.70
Type: journal article
Language: en
Open access: closed
Locations: AJP Advances in Physiology Education (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Education › Problem and Project Based Learning
Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords: physiology education, problem-based learning, medical curriculum, student perceptions, conceptual difficulties, curriculum reform
MeSH terms: Curriculum, Education, Medical, Humans, Learning, Physiology, Surveys and Questionnaires, Students, Medical

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What makes the learning of physiology in a PBL medical curriculum challenging? Student perceptions

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