Last modified: OCtober 2, 1995
PBL is a constructivist educational approach in which a problem serves as the stimulus for student learning. It promotes active independent learning, student reasoning and communication skills. PBL became an additional component of a traditional 26 lecture- and 12 practical-based metabolic biochemistry course. Each of the 2 x 2hr PBL sessions, in which a group of 7-8 students met with a tutor, ran over a two-week period. Assessment included: PBL case summaries, 2% each (P/F) and a mid-semester PBL exam, 15% of final grade. Formative and summative evaluation of self-performance, PBL cases and tutor performance by students was essential for designing future PBL cases/courses.
More than 70% of the class (n=231) enjoyed PBL and felt that it was an interesting way to apply their knowledge to real-life situations. Overall, 50% of students favoured the 3 "unstructured" cases which gave maximum student control over learning, whereas 25% of students favoured the 2 "structured" cases with set questions. The class was equally divided as to preference of metabolic over medical PBL cases. Regardless of such preferences, 82% of the class believed that PBL improved their understanding of metabolism. Many students made positive comments about the active linking of metabolic pathways in tutorials, social aspects of PBL and the opportunity to engage in biochemical discussions. Increased integration of PBL, practical and lecture material and tighter organisation were areas identified for improvement.
Critical evaluation of group performance and self performance is an important skill, but was down-played in this course because PBL was just a part of one of many subjects in which students were enrolled. The majority of the class felt that there was sufficient emphasis on group dynamics, still 23% of students did not feel entirely comfortable in this setting, though many did. Students felt that the tutors (Biochemistry graduates with research experience) were enthusiastic, encouraged active participation by all group members, stimulated deep analysis of the problems and facilitated learning without being too directive. The majority of students (70%) indicated that the role of the tutor was essential to the success of this course.
Over half of the class agreed that PBL should constitute no more than 30% of the overall assessment and a similar proportion of the class thought that each PBL case should be worth more, say 5% each, because of the work involved. The majority of the class approved of assessing individual and group work, and believed that PBL exams require more time than traditional exams.
The overwhelming majority of students agreed that PBL should be continued as an integral part of the metabolic biochemistry course.
1. Supported by a University of Queensland Action Learning Project Grant, 1994.
Last modified: OCtober 2, 1995