Evaluation of an integrated curriculum using problem-based learning in a clinical environment: the Manchester experience

• Published in: Medical education 2000-03, Vol.34 (3), p.222-230
• Main Authors: O'Neill, Morris, Baxter, Chloë-Maryse
• Format: Article
• Language: English
• Subjects: Clinical clerkship; Clinical Clerkship - methods; curriculum; Curriculum - standards; Curriculum subjects: programmes and methods; Educational sciences; England; evaluation studies; Evaluation Studies as Topic; Humans; Medical and paramedical education; methods; problem-based learning; Problem-Based Learning - standards; Teaching methods
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1046/j.1365-2923.2000.00514.x

Description of course In 1994, a new problem‐based leaning (PBL) curriculum for year 1 medical students was introduced at the University of Manchester. The use of PBL has continued into the clinical clerkships. Year 3 of the curriculum is based entirely in a clinical environment with PBL groups meeting in three teaching hospitals. During this year, all students undertake two integrated 14‐week modules with overarching themes. Each week, groups of eight students discuss a trigger problem connected to the relevant theme. The steps the groups use in the PBL process have been amended to encourage students to link their discussion with clinical experience. Evaluation At the end of each module, all 309 students were requested to complete an evaluation questionnaire. The response rates were 80% (n=247) and 89% (n=275) for the two core modules. Results The students have remained ‘happy with the way the course is going’ (83% at the end of module 2). They were also asked to rate a number of statements on a 5‐point Likert scale (5=strongly agree). Concerning PBL, the students remained confident about working in a group (median 4), producing a set of learning objectives (median 4) and linking clinical experience with other knowledge (median 4). However, there were changes over the year. Fewer students agreed at the end of module 2 that ‘the working problems were stimulating’ (P=0·002) or ‘motivated them to learn’ (P