Problem-based learning

Problem-based learning has been used in medical school in a number of different countries around the world for over 50 years, with both undergraduate and graduate students. Instead of the traditional lectures, laboratory practical classes and tutorial system of education, students in small groups are presented with a problem that they must try to solve. They are assisted by a 'facilitator' who helps them formulate the problem and generally advises them but does not supply information. The students have to decide what information they need to solve the problem, find it and communicate it to the others in the group. At this stage a solution may be apparent, but several more group discussions to reformulate the problem followed by re-iterations of the information seeking process may be needed before a solution can be found. The theory is that because information is sought and presented in a relevant context, it is valued and is more likely to be remembered. At the end of the session student reflect on how they performed. Problem-based learning has been criticised from a number of points of view, especially that it does not present a coherent curriculum, the curriculum is not necessarily 'covered', and that in many medical schools the implementation has been less than optimal.     

A Web-based course of lectures in respiratory physiology

A complete course of respiratory physiology suitable for first-year medical and graduate students has been placed on the Web for our own students and for other educational institutions. There are several reasons for doing this. The first is that the modern-day student uses a variety of options for acquiring knowledge. These include attending lectures, reading texts, iPod downloads, and surfing the internet. This Web-based course is another option that may be preferable for some students. A second reason is that it is becoming increasingly difficult for some medical schools to find faculty members who are willing and able to teach the principles of respiratory physiology. This is a potentially serious problem because a sound knowledge of respiratory physiology will always be necessary for the intelligent practice of medicine. Schools with limited faculty may find it useful to use these Web-based lectures followed by a discussion session with students. Another reason is that some schools have moved away from systematic lectures to case-based discussions, with the possibility that students will not be exposed to some of the principles of respiratory physiology. The hope is that this comprehensive course of lectures will help students to assimilate this important material as the medical school curriculum continues to expand at a rapid rate.