Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

2015 ◽  
Vol 37 (sup1) ◽  
pp. S61-S66 ◽  
Author(s):  
Ali Ibrahim AlHaqwi ◽  
Tariq Awad Mohamed ◽  
Abdulaziz F. Al Kabba ◽  
Sultan S. Alotaibi ◽  
Ali M. Al Shehri ◽  
...  
Keyword(s):  
Medical Education ◽  
Saudi Arabia ◽  
Undergraduate Medical Education ◽  
Problem Based Learning

scholarly journals Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Peggy Jubien
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Continuing Medical Education ◽  
Problem Based Learning ◽  
Professional Associations ◽  
The Future ◽  
History Of ◽  
Special Circumstances ◽  
Approach Problem

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.

scholarly journals IT instruments for Problem Based Learning in Undergraduate Medical Education

MedEdPublish ◽  
2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Tudor Calinici ◽  
Florina Nistor ◽  
Dan Istrate ◽  
Tudor Drugan
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Problem Based Learning

scholarly journals Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor

2013 ◽  
Vol 4 (1) ◽  
pp. e49-e58 ◽  
Author(s):  
Teresa Paslawski ◽  
Ramona Kearney ◽  
Jonathan White
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Training ◽  
Teacher Satisfaction ◽  
Problem Based Learning ◽  
Faculty Members ◽  
Small Group Learning ◽  
Structured Interviews ◽  
Recruitment And Retention ◽  
Medical Education Program

Introduction: Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education. Method: From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data. Results: Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program. Discussion: We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education.

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