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Acad Med. 2005 Mar;80(3):300-1.

A snapshot of the status of problem-based learning in U. S. medical schools, 2003-04.

Author information

1
Department of Family and Community Medicine, University of Texas Southwestern Medical Center at Dallas Southwestern Medical School, MC 9067, Dallas, TX 75390-9067, USA.

Abstract

PURPOSE:

Although the use of problem-based learning (PBL) is widespread in U.S. medical schools, its true prevalence is unknown. This study examined the prevalence of PBL in preclinical curricula.

METHOD:

In 2003, a Web-based questionnaire was sent to education deans or directors of medical education at the 123 Liaison Committee on Medical Education-accredited medical schools in the United States. The respondents indicated whether or not they were using PBL and what percentage of faculty-student contact hours in the preclinical years used PBL.

RESULT:

All 123 schools responded. Of them, 70% used PBL in the preclinical years. Of schools using PBL, 45% used it for less than 10% of their formal teaching, while 6% used it for more than half of their formal teaching. Of the 30% of schools not using PBL, 22% had used it in the past, and 2% had plans to incorporate it in the future.

CONCLUSIONS:

Use of PBL is widespread in the preclinical curricula of U.S. medical schools. That use is limited, however, since fewer than 6% of programs use it for more than 50% of their instruction.

PMID:
15734817
[Indexed for MEDLINE]

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