Using problem-based learning in neurosciences education for medical students

Abstract

Background: A Curriculum Task Force proposed problem-based learning as one important educational strategy and recommended changes to a traditional medical curriculum. Methods: This paper describes how a problem-based learning course in neurosciences was developed and has evolved since its inception in the Dalhousie University Faculty of Medicine. The curriculum planning and design phases are outlined, followed by a description of how the course has been implemented and evaluated. Results: Program evaluation results are presented, describing student performance on examinations and their feedback about the course. Conclusion: The authors summarize lessons learned and identify future issues to continue the ongoing development of the course.