title: Adapting problem-based learning to a traditional curriculum: teaching about prevention.
abstract: How best to teach medical students is an issue of importance in medical education. At Dartmouth Medical School, a required first-year course emphasizes small-group learning through five modules that are both problem-based and task-oriented. The prevention module that requires small groups to plan the solution to a problem in prevention is described. Evaluation reveals that the program is feasible for teaching about prevention, and that the following principles are important to consider when implementing problem-based, task-oriented learning in an otherwise traditional curriculum: (1) Be clear in explaining the unique expectations and requirements of small-group learning to students. (2) Limit the duration of any special learning module to less than a week. (3) Take into account the demands of the traditional curriculum when scheduling to minimize competition with traditional examinations.
authors.affiliation: Department of Community and Family Medicine, Dartmouth Medical School, Hanover, NH 03756.
authors.forename: A J
authors.initials: AJ
authors.lastname: Dietrich
authors.forename: M
authors.initials: M
authors.lastname: Moore-West
authors.forename: D R
authors.initials: DR
authors.lastname: Palmateer
authors.forename: J
authors.initials: J
authors.lastname: Radebaugh
authors.forename: S
authors.initials: S
authors.lastname: Reed
authors.forename: B
authors.initials: B
authors.lastname: Clauson
mesh_terms: D003479:Curriculum; D004504:Education, Medical, Undergraduate; D006126:Group Processes; D006801:Humans; D009513:New Hampshire; D011315:Preventive Medicine / Q000193:education*; D011340:Problem Solving; D015397:Program Evaluation; D013663:Teaching / Q000379:methods* / Q000592:standards