Presented By: Chasity O'Malley, Wright State University Boonshoft School of Medicine
Co-Authors: Jeannette Manger, Wright State University Boonshoft School of Medicine

Purpose 
Problem based learning (PBL) is becoming more widely used and accepted in medical education, but gaps remain in terms of understanding how faculty facilitators and students approach and perceive it. One of the benefits of PBL is that it pushes learners to perform self-directed learning which is an essential skill for development of life-long learners, yet research related to the connection between student attitudes toward life-long learning and experiences in PBL is limited. This study offers a qualitative exploration of WrightQ, a modified version of traditional PBL. Our research identifies the range of student and facilitator experiences and offers suggestions for more effective implementation of PBL modalities. 

Methods
Ten faculty facilitators and ten learners participated in semi-structured interviews to evaluate their attitudes towards WrightQ in terms of effectiveness and overall goal. Interviews were recorded then transcribed for qualitative analysis. Constant comparative analysis was used to identify emergent themes. 

Results 
Preliminary results indicate that the faculty facilitators and students held a wide range of ideas regarding the purpose of WrightQ. Students held differing perspectives on their preferences for faculty facilitators and the overall effectiveness of WrightQ. Although faculty found the modality to be effective when approached appropriately, they, too, were unclear on the goals. 

Conclusions 
These preliminary findings suggest that although WrightQ is a useful tool in a medical curriculum, more emphasis should be placed on the explanation and introduction to both students and faculty. Additionally, tying the self directed learning of PBL to life long learning may also help to clarify the goals of PBL. The results of this research can be used to highlight the specific areas for facilitator development and promotion to students.