A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.
OBJECTIVE
To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14).


METHODS
A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences.


RESULTS
C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions.


CONCLUSIONS
C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.
McLean
Michelle
M
Department of Physiology, Nelson R. Mandela School of Medicine Faculty of Health Sciences, University of KwaZulu-Natal, Durban, South Africa. mcleanm@ukzn.ac.za
D000124:Achievement; D002983:Clinical Competence / Q000592:standards*; D003479:Curriculum / Q000592:standards*; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D018794:Problem-Based Learning / Q000592:standards*; D013019:South Africa; D013337:Students, Medical; D011795:Surveys and Questionnaires; D013997:Time Factors