Purpose: To assess a Graduate Medical Education (GME) curricular advance involving problem-based learning (PBL).
Background: GME programs typically rely on traditional lectures (TL) for their formal didactic curricula. Evidence from medical schools demonstrates that PBL is more effective and preferred by learners. Therefore, we overhauled the traditional lectures (TL) for a gynecologic oncology fellowship and converted to a PBL curriculum. We performed a qualitative study to further appreciate the new curriculum’s success, stakeholder expectations, and GME-specific challenges.
Methods: An independent experienced qualitative researcher moderated three focus groups: fellows before curriculum change, fellows after curriculum change, and faculty. All transcripts were transcribed and reviewed by two authors, to agree upon codes and themes. A thematic framework was built and reviewed with the co-authors.
Results: Trainees and faculty much preferred PBL over TLs. Faculty described fellows as more engaged with PBL and noted that the new format recapitulates modern clinical practice. Likewise, trainees felt faculty more actively participated in didactics and noted improved knowledge retention. Negative aspects to PBLs included: 1) lack of covering the full breadth of a single topic and 2) added preparation time for fellows and faculty required for this type of learning.
All focus groups had specific comments regarding faculty engagement. Faculty felt they required additional time for preparation while trainees repeatedly emphasized the benefit of faculty expertise.
Discussions: PBL curriculum for GME is both effective and well-received, and requires additional time and effort from stakeholders. We are now developing a virtual PBL format to fit the current educational climate.
Topics: CREOG & APGO Annual Meeting, 2021, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Professionalism, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, Lecture, Problem-Based Learning, Team-Based Learning,
Amanika Kumar, MD, Mayo Clinic; Carrie Langstraat, MD; Alexis Hokenstad, MD; Aminah Jatoi, MD; William Cliby, MD; Gretchen Glaser, MD
