ARTICLE #3 | 51
RE-DESIGNING OF A PROBLEM BASED LEARNING MODULE TO REFLECT A
DISTINCTIVE CURRICULUM
their deficiencies or organising their knowledge (Schmidt and
Moust 2000). Thus my redevelopment plan of the cancer module
includes changes to the facilitation of PBL. It also includes use of
technological platforms to enrich student experience and widen the
module’s internationalisation agenda.
Recalibrating the constructive alignment of the cancer
module
Change in PBL delivery to reflect its alignment with assessment
My evaluation of the PBL format suggested that PBL encompassed
the principles of adult learning. It provides motivation to learn and
gives students opportunity to designate their ILOs. However this
flexibility can pose problems where students may fail to recognise
core knowledge or when there is significant variation within the
ILOs. Thus in my new design of module I would implement the
following changes. In addition to the notes that PBL tutors have
access to I would also provide a crib sheet specifying the essential
concepts which the students need to address in their discussion
through appropriate facilitation. This would inevitably lead to the
students framing ILOs which tackle these key concepts or core
knowledge. The result would be that all the 12 PBL groups would
have generated ILOs which are incorporated with elements relating
to the core knowledge. This provides the advantage of being able
to devise assessment materials from PBL knowing that all students
have been signposted to the essential information. There are
however drawbacks to this format. Foremost is the issue whether
it represents the true ethos of PBL and provides the autonomy of
student-led learning. The clear answer to this is that this form of
PBL is not pure but rather can be described as supported PBL. My
approach however takes into consideration that PBL works best
when adjusted to meet the requirements of the students as well as
the tutor (Taylor and Miflin 2008). It is argued that Year 1 medical
students may not have enough educational experience to direct
their studies towards what they are expected to learn or achieve.
Furthermore given that many PBL tutors have no previous medical
training there can a tendency for PBL sessions to be less effective
for acquiring the desired outcomes and so providing a supporting
structure would be beneficial (Williams 2004).