Improving the quality of cases for problem-based learning (PBL): experience and feedback from Year 1 medical students, University of Hong Kong

Abstract

To improve the quality of paper cases used for problem-based learning in the medical curriculum of the University of Hong Kong, Year 1 students were asked at the end of the year to fill in a questionnaire which addresses specific issues related to problem based learning. In addition, for each of the 6 new cases of PBL which were introduced into the first year, tutorials groups were asked to rate which of the learning objectives as specified in the cased were covered under the 4 themes: Biology of Health and Disease (Knowledge Component); Doctors and Patients (Clinical and communication Skills); Medicine and the Community (Societal and Population Medicine) and Professional Development (Medical Ethics and Law). Over eighty percent of the students found the PBL process to facilitate self directed learning and contributed to their learning. Over forty percent found there was unequal representation of the 4 themes with the issue of Professional Development to be the most inadequately covered. Various factors can be identified for the under representation and inadequate coverage of professional development issues. Possible solutions may include case modifications to ensure a fairer balance of 4 themes, alternative formats of enhancing the discussion of professional development issues, tutor training and coaching the students to address professional development issues.