Task-based learning: the answer to integration and problem-based learning in the clinical years

Introduction Integrated teaching and problem-based learning (PBL) are power ful educational strategies. Difficulties arise, however, in their applicati on in the later years of the undergraduate medical curriculum, particularly in clinical attachments. Two solutions have been proposed - the use of int egrated clinical teaching teams and time allocated during the week for PBL separate from the clinical work. Both approaches have significant disadvant ages. Task-based learning (TBL) is a preferred strategy. In TBL, a range of tasks undertaken by a doctor are identified, e.g. management of a patient with abdominal pain, and these are used as the focus for learning. Students have responsibility for integrating their learning round the tasks as they move through a range of clinical attachments in different disciplines. The y are assisted in this process by study guides. Method The implementation of TBL is described in one medical school. One hu ndred and thirteen tasks, arranged in 16 groups, serve to integrate the stu dent learning as they rotate through 10 clinical attachments. Results This trans-disciplinary approach to integration, which incorporates the principles of PBL offers advantages to both teachers and students. It recognizes that clinical attachments in individual disciplines can offer ri ch learning opportunities and that such attachments can play a role in an i ntegrated, as well as in a traditional, curriculum. In TBL, the contributio ns of the clinical attachments to the curriculum learning outcomes must be clearly defined and tasks selected which will serve as a focus for the inte gration of the students' learning over the range of attachments.