Our Experiences in Conducting PBL Session at Universal College of Medical Sciences (UCMS) Bhairahawa Nepal | Biomedgrid

Problem-based learning (PBL) is an educational strategy first introduced in McMaster University Canada fifty years back. In Nepal, it was first introduced in Tribhuvan University (TU) Institute of Medicine (IOM) early 1980s for sometimes. Subsequently, PBL implemented in B P Koirala Institute of Health Sciences (1998), Kathmandu University (KU) Medical School (2001), KU affiliated medical colleges (2011) and Patan Academy of Health Sciences (2010-2011). It has also been experimented in two medical colleges KIST Medical College (2011) and Chitwan Medical College (2015) affiliated to TU-IOM. The PBL as an educational strategy is just mentioned in TU-IOM MBBS curriculum (2008) and BDS curriculum (1999) but not practiced. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal established in 1998 is affiliated with TU-IOM. UCMS conducted one PBL session for first year MBBS / BDS for six-days June 16-21, 2019. Prior to implementation, one-day “Workshop on PBL for Tutors” was conducted for tutors for understanding PBL process and recognizing the role of tutor in conducting PBL. One PBL package was developed including scenario, 4-triggers and tutor guide. After workshop, implementation plan for session was developed.Students were oriented on first day for one-hour. Tutorials were conducted for two-hours (11.00-13.00) for first five-days with supervised self-directed learning (SDL) for two-hours in afternoon (14.00-16.00) with SDL continued at hostel. During tutorials students encountered patient's problem comprised of four-triggers; they identified cues, established learning needs and developed learning objectives followed by discussion. Seminar was arranged on last day for four-hours. Feedback from students was obtained on structured questionnaire and students received feedback individually from respective tutor in afternoon of last day. Students presentations in seminar were orderly, logical, and delivered proficiently. Tutors communicated that students were motivated, satisfied, participated actively, they acquired optimal knowledge and their communication, analytical and problem-solving skills enhanced. Students feedback was positive and constructive.