Minimum Essentials for Problem‐Based Learning in Physiological Pedagogy (the Jos Experience)

Problem‐based learning (PBL) is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students’ curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. Objectives For pre‐clinical students to acquire an extensive, integrated knowledge base of physiology that is readily recalled and applied to the analysis and care of patient problems; To foster the development of effective and efficient problem‐solving/clinical reasoning skills, self‐directed learning/team skills and sound clinical skills. In our university medical, pharmacy and medical laboratory science students are taught human physiology using a clinically‐oriented course‐unit system to adequately prepare them for their clinical years. Out of a normal class of 204 students 70% prefer PBL because it fosters “student‐centred” learning. Minimum essentials for PBL in physiological education include: Students’ familiarity with informational technology, Creating personal mnemonics, Availability of self‐test simulators of patient problems and clinical vignettes adapted for physiology trainees, Integrated‐learning applying knowledge of anatomy, biochemistry, psychology, epidemiology, etc in addition to physiology, Ability to manage time and prioritise tasks. Finally, it is more interesting to highlight first how beta‐blockers and diuretics lower blood pressure in man compared to stressing the adrenergic receptor and angiotensin‐aldosterone mechanisms alone.