Northern Kentucky University

Project Description

To survey 234 program directors regarding the use of problem based learning in the field of medical technology.

Project Abstract

Problem-based learning (PBL) was introduced in 1969 at McMaster University by the Faculty of Health Sciences (Finucane, Johnson, and Prideaux,1998). Understandably, PBL lends itself well to medical education through the use of clinical situations, pathological conditions, and test results for correlating a patient diagnosis or providing treatment. Medical schools such as Harvard, Tufts, Boston University and Georgetown utilize PBL methods. Other medical fields, such as the field of Clinical Laboratory Science (CLS), are turning to the practice of PBL in the training curriculum.
The researcher examined whether the educational methodology of PBL is being adapted in the field of laboratory medicine. Two hundred and thirty-four CLS Program Directors were surveyed to provide data for the descriptive study. Results for the frequency of utilization were correlated based on the curriculum type, program location, and class size. Additionally, faculty was asked if PBL was included in the coursework. If the curriculum included PBL, the researcher asked how long it has been in use, what area of training utilizes PBL, and the group size for training. Finally, the researcher identified if performance scores on national exams were improved by the use of the problem-based curricula.

Surveys released for this project:
A Survey of Problem-based Learning 18
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