Running Head: INTEGRATED PROBLEM-BASED LEARNING IN NEUROSCIENCE Integrated Problem-Based Learning in the Neuroscience Curriculum— The SUNY Downstate Experience

Rationale: This paper reports our initial experience in converting a conventional curriculum into a problem-based learning model (PBL) for teaching psychopathology. As part of a wide initiative in curriculum reform, psychopathology, which was a six-week course in the secondyear medical school curriculum, became integrated into a combined Neuroscience block. We also review the experiences at other medical centers that have instituted similar curricula reform. Method: We rated student satisfaction with both the Conventional and the PBL components. The PBL experience in Psychopathology was also compared with that of the Neuroscience Block which used large student groups and expert facilitators while the Psychopathology was taught in small groups. Results: Students appeared to indicate a preference toward the use of expert facilitators in contrast to small group mentors who were not experts. Conclusion: We examine the pitfalls of the P.B.L. system when applied to a Neuroscience curriculum on early career development. Through analyzing the SUNY Downstate Medical School experience and citing published data from other PBL tracks at recognized schools, such as McMasters and Michigan State, the author offers a cautious and balanced suggestion of a more effective implementation initiative.