Indian Journal of Science and Technology
Year: 2010, Volume: 3, Issue: 2, Pages: 216-221
Srikumar Chakravarthi1 , H.S. Nagaraja2 and John Paul Judson2*
1 Dept. of Pathology, Faculty of Medicine,
2 Dept. of Human Biology, Intn. Medical University, Malaysia.
This study was done to explore the challenges of problem-based learning (PBL) in medical education and to propose a framework with implications for practice and learning. The paper uses a total of 24 undergraduate medical students divided into 3 groups who participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 18 statements through Likert scale ratings. In addition, semi-structured interviews were conducted with 6 medical PBL facilitators. Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data are used to support certain important issues. The successful development of PBL will depend on re-establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non-routine rigorous educational systems to enhance learning.
Keywords: Problem Based Learning (PBL); medical education; focus group discussion; Malaysia.
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