OK here is what we do at OUCOM. We do not have traditional lectures (well sometimes we have them if there is a specific topic that we request a lecture for). Three times per week we meet in a small group 7 or 8 and discuss a case that we are given. For example right now we are looking at a girl that fell during cheerleading practice and broke her arm. At the beginning of a case a "doctor" takes a medical history or the "patient" and we obtain information about what has occured. We then come up with what we call learning issues that are based on the case that we have been presented. For example for Wednesday we are looking at the method of bone regeneration after someone has had a fracture (along with a number of other things). Basically we decide what we want to study and to what depth we want to study it. In addition to doing this we try to come up with possible differential diagnosis and have the option to order tests (such as an x-ray) if we feel that they are warrented. We then come back to the next group and discuss the things that we studied from the previous session and then create new LI's for the next time we meet. Essentially we take cases and study basic science issues found within the case as well as examining clinical aspects of the case. There are instructors within the group, but they mainly act as observers and to make sure that we aren't completely out in left field during our discussions. They very rarely ever comment about things that we are talking about. We are not in class as much as the students in the other pathway, but don't think that this is some kind of independent study curriculum either. You do spend a fair amount of time in other classes (OMM, Histology, Gross Anatomy, Microbiology, etc.). Here is a typical breakdown of what my day looks like
8am-10am: Gross anatomy
1:10-3: Group discussion (Our case discussion)
310-500: Histology, clinical skills (this changes depending on the day of the week)
Things like OMM, our early clinical contacts, and supplemental things such as requested lectures or problem sets are scheduled primarily on days in which we don't have group (at OUCOM that is Tuesday and Thursday).
A few things to remember if you are considering going this route....
1. You have to be pretty self-motivated. It is possible to slide your way throught without doing a whole lot. Of course everyone in the group will know whether or not you were prepared for the discussion.
2. You will not be told what is going to be on the boards or what you need to study. It is up to you and the group to find out these things.
3. Group dynamics can really affect your learning. Good or bad groups can make a world of difference. While you, in the end, are responsible for your own learning having a good group can make things go a lot smoother.
Now for some positives of the PBL curriculum (NOTE: THIS IS FOR OUCOM AND MAY NOT BE APPLICABLE TO ALL PBL CURRICULUMS)
1. Having something to apply your knowledge to helps in retention. Remember how hard it was to remember math skills when you were simply doing problems with no context as to why you were doing them?
2. You do get less time in lecture. I would not do well in a lot of lecture b/c of my tendency to fall asleep.
3. At OUCOM at least, we get more early clinical contact. This helps keep things into perspective and reminds you as to why you are doing all of this.
4. Bouncing thoughts, ideas, and questions off of one another seems to improve my ability to understand things better. There have been a number of times I thought that I understood what was going on, but found out that I really didn't understand the topic at all.
Hope this helps.
