Chapter

Designing a problem-based learning medical curriculum

Mascha Verheggen and Hetty Snellen-Balendong

in Lessons from Problem-based Learning

Published in print August 2010 | ISBN: 9780199583447
Published online September 2010 | e-ISBN: 9780191594519 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199583447.003.0004
Designing a problem-based learning medical curriculum

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This chapter discusses the design of a problem-based learning (PBL) curriculum. The first challenge to the designers of a PBL curriculum is to determine which themes are to be addressed during which year of the curriculum and during which units in that year. These themes should be covered in a meaningful way to ensure that the intended education goals are achieved, the study load is spread logically and evenly over the units, and the final objectives for each year are gained. In a PBL curriculum, as in most traditional curricula, clinical clerkships are scheduled in the last phase of the curriculum. Students spend this period in hospitals and primary care settings. Once the unit themes and the clerkships are determined, the next step is the attribution of education goals for each unit and clerkship. Unit blueprints are designed at faculty level by the Education Committee and incorporated in the final curriculum design. They are part of the overarching curriculum design and the main instrument for controlling curriculum content.

Keywords: PBL; Maastricht University; medical education; problem-based learning; curriculum development; curriculum design

Chapter.  4102 words. 

Subjects: Public Health and Epidemiology

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