A Descriptive Study of Curriculum Challenges in A New Problem-Based Learning Medical School
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- Category: Vol. 79, December 2011
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A Descriptive Study of Curriculum Challenges in A New Problem-Based Learning Medical School,ABDULAZIZ ALKABBA, FOUAD M. BADR and MOSTAFA A.F. ABBAS
Abstract
Background and Objectives: Learning in PBL schools, is based on integration of subjects and disciplines throughout the program. The management of such a curriculum becomes vital to the delivery of this program. This study aimed to identify factors affecting curriculum implementation in a new PBL Medical School.
Settings and Design: Faculty of Medicine at King Fahd Medical City, Riyadh, Saudi Arabia was established in 2004 adopting PBL as a basis for the educational process of medical students. The curriculum was designed and planned by efforts of national and international experts in medical education.
Methods: A Descriptive study to implementation of the curriculum, in which evaluation reports by block coordinators, students and curriculum development committee additional to personal interviews with staff, were analyzed to identify factors affecting implementation of the curriculum.
Results: A Few shortcomings of the implementation process observed in the last 5-years practice in new PBL medical schools are commonly to be some block planners may not make course/block blueprints explaining detailed expected learning outcomes, and weight of different discipline, new block planners are not aware of previous recommendations of Curriculum Development Committee and evaluation of end of block examinations are done after its end not as an ongoing process.
Conclusions: The delivery of a Problem-based Learning curriculum in a newly established medical school requires a centralized management structure; a standing Curriculum Management Unit (CMU) to manage and monitor implemen-tation and assessment of the curriculum.