Problem-Based Learning (PBL) in Teaching Physiology and Pathology

In the first part of this project, an expert teaching consultant from McMaster University (Hamilton, Ontario, Canada) was called upon to introduce and promote problem-based learning (PBL) in Physiology and Pathology with a special emphasis on a small group, self-directed approach. The situation for active learning in the two departments and the perception of the faculty and students on problem-based learning in small group settings have been presented. The consultant concludes that Hong Kong medical students can do well with PBL if given appropriate guidance and encouragement. Recommendations have been made for the design, implementation and evaluation of PBL tutorials in Physiology and Pathology. The initiative of this project has contributed partly, but in a significant way, to a recent move by the Faculty of Medicine of the University of Hong Kong toward an innovative reform of the medical curriculum. In the second part of this project, departmental coordinators visited McMaster University to acquire the first-hand information and experience the of small group, self-directed, PBL approach in medical education. Visits were also made to the School of Medicine of Southern Illinois University and the College of Medicine of the National Taiwan University, which have successfully adapted and committed to the use of PBL as a major learning/teaching approach in medical education. PBL and Medical Education: An Introduction Medical education is concerned with training medicare professionals to have appropriate attitudes and a sense of value. It also trains them to be capable of critical appraisal, decision-making and adaptation to change, and to develop efficient learning, effective communication, team-spirit and sometimes, risk-taking. The practice of medicine is generally seen as community-based, selfmotivated, team-facilitated and problem (clinically)-oriented, requiring understanding of the processes of integration of information and skills. Are we training our medical students in these skills in a learning environment reflecting that of physicians in the medical practice? The answer is NO. The learning of medicine by students in Hong Kong has traditionally been viewed as the learning of biological sciences in highly compartmentalized packages (Anatomy, Physiology, Biochemistry, Pharmacology, Microbiology, Pathology, etc.). A good medical student is generally viewed as one who gets high marks in a large number of written examinations and tests which assess students’ retention of learned factual material provided by the teachers. At McMaster University, when the Faculty of Health Sciences was formed three decades ago, the intention was to produce graduate physicians who would be: • good problem-solvers • life-long learners