Problem based learning in medical education, where we are?
Abstract
Problem-based learning is an innovative and ch allenging approach to medical e ducation--innovative because it is a new way of using clinical material to help students learn, and ch allenging because it requires the medical teacher to use f acilitating and su pporting skills rather than didactic, directive ones1 Problem-based learning (PBL) in medical education began with the Faculty of Medicine at Mc Master Un iversity in Canada in the mid 19 60's. Soon after, three other me dical sc hools - the University of Limburg at M aastricht in the Netherlands, the University of Newcastle in Australia, and the University of New Mexico in the United States – gradually adopted this system. Through the 1970's and e arly 1980's, Gezira f aculty of Medicine enrolled the concept and proved it self as well as many of Middle east and Af rican schools of medicine followed . Now, however, we are seeing an explosion in the use of PBL in its various adaptations 2. Today, most of the newly established medical schools in Sudan and m any in almost ev ery country of the world are implementing (or are planning to implement) PBL in their curricula to a g reater or lesser ex tent. In addition, PBL h as spread into sc hools of health sciences, nursing, dentistry, pharmacy, and public health have adapted the model of problem-based learning and developed their own spheres of influence.
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