Problem based learning at the Nelson R Mandela School of Medicine

Abstract

A problem-based learning curriculum was phased in to replace our traditional lecture-based curriculum in 2001. True integration, both vertically and horizontally of the basic sciences and clinical disciplines, is reflected in each unit of learning in the first three years. The teaching programme is centrally coordinated and students work in small groups while guided by clinical and non-clinical facilitators. In the last two years, teaching and learning becomes more clinical as students rotate through the clinical disciplines. Both formative and summative assessment (including OSCE and OSPE) is used. Students have to pass each independent, clinical assessment in their final year. This paper highlights the problems and solutions of our transition to PBL. We advocate that staff and students should collaborate in the review to allow resource poor countries to find a model suitable for their unique conditions. Our programme combines the advantages of both the PBL and the traditional pedagogies.