Using problem-based learning in neurosciences education for medical students

Background: A Curriculum Task Force proposed problem-based learning as one important educational strategy and recommended changes to a traditional med ical curriculum. Methods: This paper describes how a problem-based learning course in neurosciences was developed and has evolved since its inception in the Dalhousie University Faculty of Medicine. The curriculum planning an d design phases are outlined, followed by a description of how the course h as been implemented and evaluated. Results: Program evaluation results are presented, describing student performance on examinations and their feedbac k about the course. Conclusion: The authors summarize lessons learned and i dentify future issues to continue the ongoing development of the course.