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Problems with problem-based learning in psychiatry

Published online by Cambridge University Press:  02 January 2018

Norbert Skokauskas*
Affiliation:
Blanchardstown Child Guidance Clinic, Linn Dara CAMHS, Blanchardstown Road North, Dublin 15, Ireland, and at Trinity College Dublin, Ireland, email: N_Skokauskas@yahoo.com
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Abstract

Type
The columns
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © Royal College of Psychiatrists, 2009

Problem-based learning was incorporated into many medical schools across Europe motivated by the belief that it would improve medical students’ problem-solving skills (Reference Norman and SchmidtNorman & Schmidt, 2000). Knowledge in psychiatry changes rapidly and by the time the students graduate, many are already behind in the latest developments. Thus the primary goal of problem-based learning is to prepare students to be lifelong learners and practical problem-solvers.

In problem-based learning, learning takes place in the context of cases. But whose gaze has divined these problems and produced the cases? We create problems based on our own experiences, usually shaped by traditional learning (lack of prepared materials is another problem). So then how do pre-shaped psychiatric problems help medical students learn to frame experience for themselves?

Another potential problem with problem-based learning is its relative inefficiency; some research suggests that problem-based learning curricula cover about 80% of what might be accomplished in a traditional curriculum in the same period (Reference Albanese and MitchellAlbanese & Mitchell, 1993).

Problem-based learning assumes that students already are good problem-solvers, whereas it may be a skill they need to develop or improve. Simply asking students to work in groups does not necessarily develop good group-working skills. Further, some students are less capable (or less keen) to be actively involved in the learning activities, which affects the whole collaborative effort. And finally, in problem-based learning students may be deprived access to a particularly inspirational or charismatic professor who could attract young people to psychiatry and who in a traditional curriculum would deliver lectures to a large group.

References

Albanese, M. A. & Mitchell, S. (1993) Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 5281.Google Scholar
Norman, G. R. & Schmidt, H. G. (2000) Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education, 34, 721728.Google Scholar

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