%0 Journal Article
%T Integrated problem-based learning in the neuroscience curriculum ¨C the SUNY Downstate experience
%A Brian Trappler
%J BMC Medical Education
%D 2006
%I BioMed Central
%R 10.1186/1472-6920-6-47
%X Student satisfaction with the Conventional and PBL components of the Neuroscience curriculum was compared using questionnaires and formal discussions between faculty and a body of elected students. The PBL experience in Psychopathology was also compared with that of the rest of the Neuroscience Block, which used large student groups and expert facilitators, while the Psychopathology track was limited to small groups using mentors differing widely in levels of expertise.Students appeared to indicate a preference toward conventional lectures and large PBL groups using expert facilitators in contrast to small group mentors who were not experts. Small PBL groups with expert mentors in the Psychopathology track were also rated favorably.The study reviews the advantages and pitfalls of the PBL system when applied to a Neuroscience curriculum on early career development. At SUNY, conversion from a Conventional model to a PBL model diverged from that proposed by Howard S. Barrows where student groups define the learning objectives and problem-solving strategies. In our model, the learning objectives were faculty-driven. The critical issue for the students appeared to be the level of faculty expertise rather than group size. Expert mentors were rated more favorably by students in fulfilling the philosophical objectives of PBL.The author, by citing the experience at other major Medical Faculties, makes a cautious attempt to address the challenges involved in the conversion of a Psychopathology curriculum into a PBL dominated format.Problem-based learning, otherwise known as "PBL," has been incorporated into the curriculum at many medical schools around the world [1]. The main purpose of this method is to help students acquire new information by providing them with a context to apply their knowledge to clinical problems. A further aim of PBL is to provide students with resources in self-directed learning skills that will persist throughout their careers [1,2]. When compared wi
%U http://www.biomedcentral.com/1472-6920/6/47