Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Open accessAbstract
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
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Despite its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
“In addition, and despite its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings [134, 135].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [134]
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- Authors
- Amoako-Sakyi, D., & Amonoo-Kuofi, H.
- Affiliations
- University of Cape Coast (GH)
- Corresponding author
- Amoako-Sakyi, Daniel
- ORCID
- Amoako-Sakyi, Daniel
- Venue
- BMC Medical Education
- Published
- 2015-12
- Volume
- 15
- Issue
- 1
- Pages
- 221-221
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC4678715
- OpenAlex
- W2213110923
- Cited by
- 60
- References
- 35
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 6 · 2023: 10 · 2022: 8 · 2021: 2 · 2020: 8 · 2019: 6 · 2017: 5 · 2016: 3
- FWCI
- 13.34
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- BMC Medical Education (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Greater South Information System
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- problem-based learning, resource-limited settings, medical education, curriculum implementation, faculty development, assessment alignment, resource constraints, tertiary education funding, Ghana
- MeSH terms
- Curriculum, Education, Medical, Undergraduate, Ghana, Health Resources, Humans, Health Knowledge, Attitudes, Practice, Schools, Medical, Students, Medical, Program Evaluation, Problem-Based Learning
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