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Features Section: Problem-based Learning

Editor: C A Smi th , the M a n c h e s t e r M e t r o p o l i t a n Unive r s i ty , U K

It will have been apparent that the Problem-based Learning Page in the last issue of Biochemical Education went somewhat awry. Unfortunately the article by Pro- fessor Campbell was transposed with a general review of problem-based learning by myself et al! 1 We apologise for the error. The Problem-based Learning Page in this issue therefore has two articles: one by Professor Campbell, the other by Drs Welch and Carroll.

To reiterate the last issue, the article by Professor Campbell is different from anything other submission which the Page has published previously. It does, how- ever, make a number of points pertinent to Biochemical teaching/education which most would think justified and many would own up to at least some of the criticisms. Professor Campbell is critical of a number of aspects of PBL and supports his views by stating that there have been a number of reports critical of PBL, for example Berkson (1993). 2 However , Berkson 2 is not by any means solely critical and sees a number of merits in PBL. Professor Campbell then develops his paper to outline an underlying rationale for a 'basic' Biochemistry syllabus and lists those topics which he feels should be covered in a lecture programme.

Professor Campbell 's submission contains much material to ponder on, and Biochemical Education, and the PBL Page in particular, would be delighted to receive letters and views on the topics he has raised.

The article submitted by Drs Welch and Carroll is an excellent example of the practical use of PBL and I commend it to you.

As always, the Problem-based Learning Page welcomes ideas and suggestions on the teaching and assessment of biochemistry and related disciplines.

References 1Smith, C A, Powell, S C and Wood, E J (1995) Developing problem- solving skills in students: an esential corollary to problem-based learning in biochemistry and related disciplines. Biochem Educ 23, 149-152

2Berkson, L (1993) Problem-based Learning: have the expectations been met? Academic Medicine 10, $79-$88

0307-4412(95)00076-3

Some Thoughts on Problem-based Learning

PETER N CAMPBELL

University College London Gower Street London WC1E 6BT, UK

Introduction Every year since I began teaching medical students in 1946, I have heard calls for changes in the undergraduate medical curriculum. These have come from a number of different directions, sometimes because of a change of Dean, sometimes because it is necessary to introduce new subjects, and sometimes because of complaints that the course is overloaded with facts. As readers of this journal will know j the latest call is from the General Medical Council which has issued a report entitled "Tomorrow's Doctors". 2 This Report recommends that there should be a core curriculum to which options can be added. It also demands a substantial reduction in the amount of factual material that students are expected to assimilate and places more emphasis on problem-based learning (PBL). I have been impressed in my visits to medical schools in various countries by the extent to which the PBL system has been so readily adopted by those in authority considering that there have been a number of critical reports among the many which have advocated PBL (see for eample Berkson3).

Role of facilitators It is interesting that in the UK there is an increasingly strong feeling against PBL which has even been used in primary schools. I quote from The Times of 28th January 1995: "Teachers were instructed to present themselves as facilitators - - there simply to guide the children's own processes of discovery - - rather than as sources of expertise. The most pejorative word in the education lexicon became 'didactic'. Teachers were not to instruct - - they were simply to supervise the child's quest for knowledge." This may be an extreme view of PBL but ! have certainly detected elements of it in the application of PBL to the education of medical students.

The initial enthusiasm for PBL came from medical schools in Canada and the USA where the education of medical students is largely a postgraduate activity. In this respect such medical schools are almost unique in the world, for in virtually all other countries the medical

BIOCHEMICAL EDUCATION 23(4) 1995