Impact of Redesigned Anatomy Problem-Based Learning Curriculum on Student Satisfaction

Abstract

Problem-based learning (PBL) was developed by McMaster University (MMU) in response to students’ concerns about conventional lecture-based pedagogy. Tulane University School of Medicine (TU) supplemented its traditional lecture and dissection-based curriculum for Gross and Developmental Anatomy with the addition of PBL in 2007. In 2016, TU restructured the PBL modules to resemble the structure of MMU’s PBL. TU eliminated the lecture portion of the old PBLs to enhance interactive self-directed learning, and divided the class into smaller groups to facilitate more student interaction. It was hypothesized that this would increase students’ confidence in their problem-solving skills and enhance overall satisfaction with the PBL portion of the curriculum despite an increase in pre-class workload. Two-hundred first-year medical students were given anonymous surveys after each of the three PBL sessions to assess the students’ overall satisfaction with the PBL. A traditional Likert scale was used and written comments were collected. The TU students valued the revised PBL as a learning tool; specifically, the benefit of pre-class research, small group discussion, close faculty interactions, and clinical application of lecture material. Data collected demonstrated that 89% of students were satisfied with this part of their curricula for each respective PBL, despite the shift of initiative onto the students for self-directed learning in the new PBLs. The education of medical students supplemented by PBLs continues to be a useful tool and can be considered as a positive addition to a Gross and Developmental Anatomy course.