Accepted Type
Oral
Code
OA1-1-4
Was this work accepted for CCME 2020?
yes
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Innovation
Will the presenter be a:
Other
Presenter Other
Faculty
Affiliation
Considered for Poster
yes
Title
Entering Medical Students' Transition to PBL - an Enhanced (then Adapted) Curriculum
Length of Presentation
Background/Purpose
Problem Based Learning (PBL) pedagogy utilizes patient scenarios to stimulate students to link new knowledge to existing cognitive networks, reflect on/design learning objectives, research, and co-construct knowledge. PBL supports learning, retention, contextual transfer, self-directed learning, and cultural/ethical competencies. Primarily from traditional curricula, entering medical students' transition to PBL with its focus on collaboration, co-creation, and constructive cognitive conflict, compounded by lack of familiarity with PBL process and expectations, has resulted in anxiety and uncertainty. Therefore, a scaffolded introduction to PBL was introduced in 2019, and adapted to a remote platform in 2020.
Summary of the Innovation
Introduction to Medicine, added to McMaster's Undergraduate Medical curriculum, includes themes of: learning process, communication, professionalism, and wellness, based on stakeholder feedback, published/grey literature, and expert input. After an introduction and video modelling about PBL, 6-7 tutorial groups were placed in one classroom with 3-4 experienced tutors. One facilitator directed structure/debriefs for major steps in PBL process, scaffolded over 4 sessions. Objectives added included: self-reflection, participation, goal-setting, learning strategies, and feedback. The remote platform maintained the introduction, 2 facilitated sessions with break-out groups, addition of tutors and senior medical students aware of session objectives to each group, and redistribution of selected content to supporting curricula.
Conclusion
Feedback revealed accelerated growth in PBL skills. Students' affirming experiences included comparing objectives with other groups, clarifying challenges, improved cohesion, and reduced tension. Tutors reported shared understanding, improved consistency, validation, and real- time peer support. The addition of PBL tutors at the outset in 2020 was positive. Future directions include ongoing refinement of learning structure, integration of non-medical expert competencies, supporting curricula, and tutor roles.
Keyword 1
Problem Based Learning
Keyword 2
Medical Education, Undergraduate
Keyword 3
Remote learning
Level of Training
Undergraduate
Abstract Themes
Curriculum
Curriculum
Case-Based
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Jennifer MacKenzie
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
