An evaluation of a module in problem-based learning
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TL;DR
The effects of the experimental module in Problem-Based Learning on students and on members of the Faculty are investigated, and prerequisites for further curriculum innovation are outlined.
Abstract
As a result of a variety of pressures on the existing medical curriculum, the Faculty of Medicine, University of Natal, South Africa, introduced an experimental module in Problem-Based Learning. The module, which was inserted into the traditional undergraduate curriculum, ran for one month in March/April of 1994. This paper investigates the effects of the module on students and on members of the Faculty, and it outlines prerequisites for further curriculum innovation.