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Titulo Artículo:
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Resumen:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Fecha de publicación:
2015.
Autores :
Amonoo-Kuofi, Harold;
Amoako-Sakyi, Daniel ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
221
Idioma:
Inglés
Páginas:
1
ISBN:
1472-6920
Existencias:
7
Palabras claves:
PBL implementation
Medical Education
Resource-poor Settings
Ghana
Público objetivo:
Docentes
Clinicos
Evaluadores
Titulo Artículo:
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Resumen:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Fecha de publicación:
2015.
Autores :
Amonoo-Kuofi, Harold;
Amoako-Sakyi, Daniel ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
221
Idioma:
Inglés
Páginas:
1
Existencias:
7
Palabras claves:
PBL implementation
Medical Education
Resource-poor Settings
Ghana
Público objetivo:
Docentes
Clinicos
Evaluadores
Titulo Artículo:
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Resumen:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Autores:
Amonoo-Kuofi, Harold
,
Amoako-Sakyi, Daniel
,
.
Titulo Revista:
BMC Medical Education,
.
Numero:
221
Volumen:
15
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Otra ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
7
ISBN:
1472-6920
Palabras claves:
PBL implementation
Medical Education
Resource-poor Settings
Ghana
Público objetivo:
Docentes
Clinicos
Evaluadores
Título Otra :
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Resumen:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Autores :
Amonoo-Kuofi, Harold;
Amoako-Sakyi, Daniel ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Tipo :
Otra .
Idioma:
Inglés
Palabras claves:
PBL implementation
Medical Education
Resource-poor Settings
Ghana
Público objetivo:
Docentes
Clinicos
Evaluadores
Título Otra :
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Resumen:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Autores :
Amonoo-Kuofi, Harold;
Amoako-Sakyi, Daniel ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Paginas:
1.
ISBN:
1472-6920.
Idioma:
Inglés
Palabras claves:
PBL implementation
Medical Education
Resource-poor Settings
Ghana
Público objetivo:
Docentes
Clinicos
Evaluadores
Titulo Artículo:
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana
Resumen:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Fecha de publicación:
2015.
Autor corporativo:
BMC Medical Education,
.
Idioma:
Inglés
Palabras claves:
PBL implementation
Medical Education
Resource-poor Settings
Ghana
Público objetivo:
Docentes
Clinicos
Evaluadores
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Amonoo-Kuofi, Harold Amoako-Sakyi, Daniel Amonoo-Kuofi, Harold Amoako-Sakyi, Daniel Problem-based learning in resource-poor settings: lessons from a medical school in Ghana. 2015; 15Ed. 1.
