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PBL vs. Non-PBL Approach and Assessment in Biomedical and Medical Education: A Recent Update

Ahmed El-Hashash , Ahmed El-Hashash

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Journal of Global Medical Education and Research 2(1):p 9-13, Jan-June 2019. | DOI:

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Ahmed El-Hashash. PBL vs. Non-PBL Approach and Assessment in Biomedical and Medical Education: A Recent Update. Journal of Global Medical Education and Research. 2019;2(1):9-13.

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Received : N/A         Accepted : N/A          Published : N/A

Abstract

Both real-life problems and resolution efforts are widely seen as the natural early steps in the learning processes in humans and, therefore, the problem-based learning (PBL) strategy is considered as a more powerful teaching method in Biomedicine. Recent biomedical/medical educational systems incorporate teaching methods, including PBL, which support students’ learning by improving their critical thinking, practical skills, knowledge achievement, and continued professional learning. PBL is a self-directed learning and educational approach facilitating the development of learning abilities and skills that are essential for biomedical/medical students, hence there are increasing interest by biomedical and medical schools in developing and adopting PBL approach. The goal of this article is to compare the benets and limitations of PBL vs. non-PBL approach within biomedical/medical education, describe recent update and improvement of PBL strategy such as hyprid-PBL curriculum and team-based learning method, and review assessment methods for PBL and non-PBL approaches in biomedical/medical education.

Keywords: Biomedicine; PBL; hybrid-PBL; Conventional learning; Team-based learning; Multiple-choice questions; Short-answer questions; Active learning groups; Project-based learning.

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Ahmed El-Hashash. PBL vs. Non-PBL Approach and Assessment in Biomedical and Medical Education: A Recent Update. Journal of Global Medical Education and Research. 2019;2(1):9-13.

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