Evaluating problem-based learning in a multilingual student population

Objectives The University of Natal Medical School in South Africa provides training for a student body composed of two groups: one with English as a f irst language and the other with an African language as a first language an d English as the second. A new methodology was developed to evaluate an inn ovative course using modified problem-based learning techniques in this het erogeneous environment; Design The learning model proposed required achieving a balance of three co mponents: content; enquiry/ learning process and social interaction/group p rocess. A multidimensional system, felt to be consistent with this educatio nal philosophy, was developed using seven different quantitative and qualit ative techniques. Setting The University of Natal Medical School. Subjects First-year multilingual medical students. Results The results revealed that-social interaction was highly successful in reducing barriers between the student groups and between students and fa cilitators. However, the emphasis on group participation may have overshado wed the enquiry process, leading to superficial discussions of problems and feelings of repetitiveness. During the course students and facilitators ex pressed concern that the innovative assessments used did not assess the cou rse content adequately. While the group presentations and projects were use ful exercises for consolidation and group interaction, they did not enable facilitators to identify struggling students. Conclusions The outcome of the evaluation stressed the need of achieving an appropriate balance both in the curriculum and assessments of the three co mponents of the learning model, particularly in a setting where student bac kgrounds and language ability differ. Multidimensional methodology is neede d for effective evaluation that promotes critical reflection.