Problem-based learning in resource-poor settings: lessons from a medical school in Ghana

Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption o...

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Veröffentlicht in:BMC medical education 2015-12, Vol.15 (1), p.221-221, Article 221
Hauptverfasser: Amoako-Sakyi, Daniel, Amonoo-Kuofi, Harold
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Amonoo-Kuofi, Harold
description Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
doi_str_mv 10.1186/s12909-015-0501-4
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subjects Correspondence
Curriculum
Education, Medical, Undergraduate - methods
Equipment and supplies
Faculty Development
Ghana - epidemiology
Health education
Health Knowledge, Attitudes, Practice
Health Resources
Humans
Lifelong Learning
Medical colleges
Problem Based Learning
Problem-Based Learning - methods
Program Evaluation
Schools, Medical
Students, Medical - psychology
Teaching
Teaching Methods
Universities
title Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
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