Adapting problem-based learning to a traditional curriculum: teaching about prevention.

Abstract

How best to teach medical students is an issue of importance in medical education. At Dartmouth Medical School, a required first-year course emphasizes small-group learning through five modules that are both problem-based and task-oriented. The prevention module that requires small groups to plan the solution to a problem in prevention is described. Evaluation reveals that the program is feasible for teaching about prevention, and that the following principles are important to consider when implementing problem-based, task-oriented learning in an otherwise traditional curriculum: (1) Be clear in explaining the unique expectations and requirements of small-group learning to students. (2) Limit the duration of any special learning module to less than a week. (3) Take into account the demands of the traditional curriculum when scheduling to minimize competition with traditional examinations.