Yea I would like to know more about PBL... maybe it will be more structured then i think it will be..
YEa i know wrong thread......
It's not. Well, kind of. I'll explain briefly.
You meet, get Page 1 of a case, which is something like, "Joe Bob, a 65yo male, presents to the ED with chest pain."
You talk about a differential diagnosis (Ddx) for a bit, then do a mock role-playing interview, where someone plays doc and someone plays patient (with a patient script, doc has to wing it).
Then, you get a page detailing the history of the case that you just role-played. This is basically what would be typed up in an EMR or written in the chart. You talk about this, and anything complicated is discussed. Then, you work on your DDx.
Then you get an exam page (maybe after discussing what MIGHT be findings you'd expect on the exam of an MI patient). You go over that and talk about or look up any terms you don't know.
This is probably the end of day 1 for the case. You might get to a lab work page, but maybe not.
At the end of the day the group picks what chapters they want to read before the next session (usually have about 1.5 days to read these).
For this case, a group might pick: Heart anatomy, 3-4 heart physiology chapters, maybe some mitochondria biochem (for reaction to injury stuff), maybe some heart path (more likely in second year, lots of 1st years shy away from path at first), maybe some pharm for related drugs later in the case.
So there you have your "homework." Come back, you've read, the case progresses, you pick more readings. At the end of the case, the group picks which chapters were most relevant that the group wants to be tested on. Most groups wind up picking the same topics (with some variation) so although each group gets a different test, (which includes ~4-7 cases and ~25-40 chapters) the tests are still largely similar to each other, because if you get an MI case, you're going to pick Heart Physiology. It's a "duh-we're-supposed-to-pick-this" chapter.
Is that enough structure for you? Maybe, maybe not. They don't tell you exactly what to read. The amount of structure during group meetings varies depending on your facilitator (teacher). Some facilitators barely talk, and expect the group to lead themselves. Others are very hands-on and talk too much. Most are somewhere in between and help you out if you get stuck or give you some important clinical correlations that you might miss otherwise.
You can find more detailed descriptions elsewhere on SDN, but that's the basic gist. As a 4th year, I will say that PBL is great at preparing you for rotations, as you're very used to seeing and interpreting labs, reading charts, thinking of DDx, etc. I think it smooths the transition to 3rd year a bit. A bit. lol. Hope that helps.