Premium
From traditional to problem‐based learning: a case report of complete curriculum reform
Author(s) -
DES MARCHAIS J. E.,
BUREAU M. A.,
DUMAIS B.,
PIGEON G.
Publication year - 1992
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1992.tb00153.x
Subject(s) - curriculum , problem based learning , process (computing) , scale (ratio) , mathematics education , medical education , quality (philosophy) , selection (genetic algorithm) , congruence (geometry) , psychology , medicine , computer science , pedagogy , artificial intelligence , philosophy , physics , epistemology , quantum mechanics , operating system , social psychology
Summary. The Sherbrooke School of Medicine, Quebec, has restructured its entire curriculum to make problem‐based learning (PBL) the main instructional format. This complete reform is explained both in terms of process and content. The curriculum problems were clearly identified and overcome by a major structural shift‐over following the stages of a strategic planning of change. Implementation over a period of 7 years is described according to a four‐stage framework: need for change; selection of the PBL solution; planning for implementation; and the full‐scale adoption of the PBL method. The programme is described in relation to the congruence of goals, learning and evaluation activities. Initial impact on student learning and evaluation, attracting better quality students, academic staff roles, and on financing the operation are discussed. Changing the undergraduate programme has become an institutional project directed by the Office of the Dean.