Introducing problem-based learning into a traditional lecture course

Abstract

We have developed a short program of problem-based learning (PBL) sessions for third year nutrition science, integrated within a traditional lecture and practical format. This course was designed to develop additional generic skills without losing the benefits of the existing course. The inherent flexibility of problem-based sessions allows the time to both reinforce and expand the original course material. PBL has proved popular with our students, and we have measured a high degree of satisfaction with the format. Many students have requested an extension of the PBL program throughout the year. © 2002 by The International Union of Biochemistry and Molecular Biology.