Problem based learning as a curricular strategy for medical undergraduates: a tutor's experience.
This article focuses on the experiences and role of a tutor while conducting a problem based learning (PBL) exercise to facilitate the learning of biochemistry and molecular biology. A case presentation of sickle cell anemia was used to frame a module. The objective of this experimental exercise was to assess the suitability and effectiveness of problem based learning in the first year of undergraduate medical course and to practice self-assessment by tutors in this new role of a facilitator of learning through small group discussion. A tutor during such a learning session encouraged the students to apply their reasoning to analyze the problem and to develop self-directed learning skills in acquiring the knowledge appropriate to their perceived needs to work on a problem. The tutors ensured that they apply this knowledge in their work with other similar problems that they would encounter later in life.
Luthra
K
K
Department of Biochemistry, All India Institute of Medical Sciences, New Delhi.
Das
N
N
D000755:Anemia, Sickle Cell / Q000097:blood / Q000175:diagnosis / Q000235:genetics; D001290:Attitude; D001671:Biochemistry / Q000193:education; D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D006126:Group Processes; D006801:Humans; D007396:Internship and Residency; D007858:Learning; D008967:Molecular Biology / Q000193:education; D009042:Motivation; D011340:Problem Solving; D018794:Problem-Based Learning; D012647:Self-Assessment; D013337:Students, Medical; D013663:Teaching / Q000379:methods*; D014163:Transfer, Psychology