TY - JOUR
T1 - A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum
T2 - A unique case study at the Nelson R. Mandela School of Medicine
AU - McLean, Michelle
PY - 2004/1/1
Y1 - 2004/1/1
N2 - Purpose: To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). Methods: A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. Results: C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. Conclusions: C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.
AB - Purpose: To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). Methods: A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. Results: C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. Conclusions: C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.
UR - http://www.scopus.com/inward/record.url?scp=4944250329&partnerID=8YFLogxK
U2 - 10.1207/s15328015tlm1603_15
DO - 10.1207/s15328015tlm1603_15
M3 - Article
C2 - 15388390
AN - SCOPUS:4944250329
SN - 1040-1334
VL - 16
SP - 301
EP - 303
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -