PROBLEMS FOR PROBLEM-BASED LEARNING - A COMPARATIVE-STUDY OF DOCUMENTS

In medical education the problem-based approach to learning can be con sidered as the most significant educational innovation in the past two decades. This paper examines the ways and extent to which health prob lems have been designed for implementation of problem-based curriculum . Content analysis of curriculum documents of three problem-based scho ols was carried out in a systematic way from identification of unit of analysis, categorization, sampling, data analysis and interpretation. The comparative study revealed common areas in curriculum organizatio n, arrangement of problems in stages, problem selection criteria, and basic concepts in the early stages of the curriculum. About one-third of the health problems were found to be similar in the schools compare d. However, there was no uniformity in the sequence of organ-systems o r the health problems. This study provides a framework for the develop ment of problem-based curriculum in three stages with essential concep ts identified for the first stage. Criteria for a balanced selection o f problems and problem design features which affect the quality of hea lth problems have been identified. These findings could be of value fo r those who are in the process of developing or revising a problem-bas ed curriculum.