I will be going to Cornell med next year, but am really nervous about the PBL curriculumn. Can any current med students at a school with a PBL curriculumn share their experiences with it? Thanks so much.
Originally posted by cg1155
You either like PBL or you don't. I will say that for all the painful studying PBL is great at organizing information so that you can recall it later, instead of memorizing->forgetting like most people do to get through the tests. I am in the process of writing a paper right now on educational theory and PBL and I will summarize it by saying that if you treat PBL like the immersion style it is designed to facilitate you will be a step ahead of lecture trained third years come clerkship time.
Our school has lecture and a significant amount of PBL and I hated PBL when I did it but now the material from PBL is the only stuff I remember.
Also, after third year the majority of your learning will be in a case based format regardless of where you go (you learn by reading about your patients). So suck it up and do it. It's good for you.
Casey, MSIV
Actually, PBL is a horrible fad that in twenty years will be looked back on as, "What the Hell were we thinking?"
The process of getting to be a a competent physician, first and foremost, requires acquiring the ENORMOUS corpus of knowledge to actually be able to understand what's happening with your patients and how to help them.
The reason PBL is a joke and an absurdity is that it assumes that the reason first year med students aren't able to provide quality care and have a dazed-and-confused look when confronting actual medical problems is that their critical reasoning, independent research, forming effective interpersonal relationship skills are lacking or need development.
PBL is inefficient as a Hell and also annoying as Hell.
Instead of learning how some drug or physiological process works through a concise lecture or reading lecture notes, followed by student sitting and thinking about it, you get to learn how it works by independently researching it through pub med or having a presentation by one of your classmates.
In short, there is no shortcut to acquiring knowledge.
along with dissections in anatomy lab and looking at histo slides on a microscopeOriginally posted by Entei
There are lots of people here saying that PBL is a waste of time, but you know what? Nine times out of ten, lecture is a waste of time too. There is no substitue for sitting down with a book and memorizing all the stupid details that you need to know.
Originally posted by DW
along with dissections in anatomy lab and looking at histo slides on a microscope
ostensibly we are still using microscope, although all the critical images are online. very few people bother brining their microscopes to lab...and our histo professors wonder whyOriginally posted by Jalby
You still use microscopes??? That was one of things I was so glad about when I got to school, that we didn't need microscopes. Everything is now projected onto a large screen or online. Sooooo nice.
Its otherwise a waste since you just don't have the knowedge base to do PBL in preclinical years.
PBL is a waste of time. They don't even test us on the material in it, so nobody studies it.
There is no substitue for sitting down with a book and memorizing all the stupid details that you need to know.
Recently, I've decided to blow off PBL, maybe spend an hour on it per night, and focus on just memorizing textbooks and lecture notes..
I agree with Jalby, just because it's vignettes does not mean it's a clinically oriented exam. You can still test the basic science concepts disguised in a vignette.
The boundaries of "what you need to know" are very fuzzy in PBL.
Also, the signal to noise ratio can be a bit low because you end up hearing a fair amount of erroneous information from classmates.
Because information is coming from all directions at once, I find it difficult to maintain organized notes in a PBL curriculum.
Originally posted by WatchingWaiting
Actually, PBL is a horrible fad that in twenty years will be looked back on as, "What the Hell were we thinking?" Something like whole-word phonics a couple of decades ago. The reality is most first year med students are in a position of severe ignorance of the knowledge required to be a practicing physician. The process of getting to be a a competent physician, first and foremost, requires acquiring the ENORMOUS corpus of knowledge to actually be able to understand what's happening with your patients and how to help them.
The reason PBL is a joke and an absurdity is that it assumes that the reason first year med students aren't able to provide quality care and have a dazed-and-confused look when confronting actual medical problems is that their critical reasoning, independent research, forming effective interpersonal relationship skills are lacking or need development. This is 100% wrong! The problem is primarily one of ignorance and needing to learn a whole lot of terminology, drugs, and pathologies. AFTER the big picture material and general understanding has been acquired, PBL is a wonderful idea. But, guess what, third year, fourth year, and your three to seven years of residency have been structured as basically "PBL" for the last century of medical education. Once you have the big-picture knowledge of anatomy, physiology, and pathology acquired in the first two years, it makes a lot of sense to learn through cases, but, until then, PBL is inefficient as a Hell and also annoying as Hell. Instead of learning how some drug or physiological process works through a concise lecture or reading lecture notes, followed by student sitting and thinking about it, you get to learn how it works by independently researching it through pub med or having a presentation by one of your classmates. This takes four times as long, and is generally quite annoying. You also get these infuriating in-class sessions were you get six people basically trying to guess how some drug or process works when there is a definitive answer that can be imparted in thirty seconds of reading a lecture note on it.
The one good thing that has occurred with the wave of curriculum reform that brought in PBL is that it has been accompanied by a large-scale reduction in class time, which is, overall, a very good time. If you give PhDs a lot of time, they will fill it with all kinds of minutiae and random details. So, reduction of class time and emphasis on giving you the time to study the relevant material yourself outside of class is a good thing. But, emphasizing sitting in groups of six or eight blind mice trying to flail towards knowledge in little seminars is a terrible, terrible experience.
In short, there is no shortcut to acquiring knowledge.
Originally posted by cg1155
Actually there is (PBL) since you can't retain what you memorize as it is.
Originally posted by cg1155
Unfortunately you simply cannot memorize and retain the amount of information learned in the first two years of medical school.
Amen, buddy. On a more visceral level, if you're going to learn the material yourself why bother with the first two years of medical school? Might as well make it a correspondence course.
oh man, thats classicOriginally posted by indianboy
God knows I would if i could. Look let's face it: If you are engaged and find the academics of med school challenging, consider harnassing free cycles of your considerable brain power to contribute to the SETI project. Don't get me wrong, the goal of fashioning college gradutes into pliant cogs is an admirable one, no matter the curriculum.
Hope that Helps
P 'Would you like fries with that?' ShankOut