Introducing problem-based learning into an organ system programme

This paper presents the perception of students on the introduction of problem-based learning (PBL) in a new medical school in Nepal. A week long PBL package was developed and implemented for the first-year medical students at B.P. Koirala Institute of Health Sciences, Nepal and a questionnaire survey was conducted to evaluate students' perception of the PBL package. Twenty-six students (90%) responded to the questionnaire. Overall, response towards PBL has been favorable. They found PBL to be a useful and enjoyable (96%) method of learning. PBL facilitated integration (100%), and helped in the development of self-directed learning (88%) and problem-solving skills (81%). It appears that the introduction of PBL as a part curriculum arrangement is appropriate for medical schools with an established departmental structure and limited resources.