Problem-based learning in ophthalmology - A pilot program for curricular renewal

Objectives: To gain experience with problem-based learning as a demonstrati on project in a medical school's curriculum renewal effort and determine if using a single facilitator to circulate among the small groups would yield positive results., Design: We developed 16 cases around 4 ophthalmic problems that were used i n 3-hour small-group sessions during the Introduction to Clinical Medicine semester of the second-year curriculum. A single faculty member facilitated the small groups of 4 students each that were created by self-division at each of 5 sessions. Setting: A state-supported large Midwestern medical school. Participants: All students (N = 75) enrolled in the Introduction to Clinica l Medicine course prior to their standard introductory ophthalmology lectur es. Main Outcome Measures: A 5-item pretest, related to each of that day's clin ical problems, was administered at the beginning and again at the end of th e session as a posttest. A satisfaction questionnaire with Likert-type ques tions was also completed by the students at the close of the session. Results: Knowledge scores showed statistically significant gains with a mea n of 1.7 points. Student satisfaction was very positive-85% stated that the y learned more than they would have in the traditional format and 93% agree d that they enjoyed the problem-based learning format. Conclusions: A single facilitator successfully managed small groups of stud ents in a modified problem-based learning format that produced significant knowledge gains and high student satisfaction. This positive experience was one of the factors that led to adoption of problem-based learning into the curriculum.