Number
706
Name
RESTORING THE PURPOSE OF PROBLEM-BASED LEARNING IN PRE-CLINICAL EDUCATION: UNDERSTANDING AND ADDRESSING SHIFTS IN STUDENT PRIORITIES
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Madison Springer, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, FL, USA.
Wesley Burrow, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, FL, USA.
McHenry Mauger, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, FL, USA.
Michelle L. Demory Ph.D., Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, FL, USA.
Presentation Topic(s)
TBL/PBL
Description
PURPOSE: Problem-Based Learning (PBL) is a student-centered approach in
medical education designed to develop communication, collaboration,
professionalism, critical thinking, and self-directed learning. However, we
and others have found that students often prioritize medical knowledge over
these competencies, leading students to favor clinician facilitators and
overlook PBL’s developmental goals. To better understand this, our study
examines how students understand and value PBL competencies, how these
perceptions shift across pre-clinical years, and whether targeted guidance
can realign student focus with PBL’s intended purpose.
METHODS: Our active learning-centered pre-clinical curriculum rotates
approximately 60 students per year through multiple PBL groups and
facilitators. Anonymous surveys were administered to M1 (n = 36) and M2 (n =
37) students. Current M1s were surveyed after their first PBL block and will
be resurveyed after their final block; current M2s were surveyed at the end
of their final PBL block. Surveys assessed students’ understanding of PBL,
facilitator influence, and facilitator expectations. Additionally, a
near-peer, small-group interactive intervention will be implemented midway
through the M1 year to evaluate whether clearer framing of PBL improves
alignment with its goals.
RESULTS: M1s after their first block emphasized communication,
collaboration, and professionalism, while M2s increasingly associated PBL
with clinical skill development. M1s were more likely to report facilitator
influence on competency growth (p = 0.001). M2s were more likely to perceive
PhD facilitators as steering discussion toward academic expertise (p =
0.004). Ranking data showed M1s prioritized Interpersonal Skills and
Communication (p = 0.002), whereas M2s emphasized Systems-Based Practice (p =
0.018). Despite satisfaction with non-clinicians, both cohorts preferred
clinician facilitators. Post-intervention M1 responses will be compared with
pre-intervention M2 responses.
CONCLUSIONS: Findings reveal a disconnect between PBL’s intended goals and
student expectations across training, highlighting the need for a targeted
competency intervention to restore alignment with the purpose of PBL.
medical education designed to develop communication, collaboration,
professionalism, critical thinking, and self-directed learning. However, we
and others have found that students often prioritize medical knowledge over
these competencies, leading students to favor clinician facilitators and
overlook PBL’s developmental goals. To better understand this, our study
examines how students understand and value PBL competencies, how these
perceptions shift across pre-clinical years, and whether targeted guidance
can realign student focus with PBL’s intended purpose.
METHODS: Our active learning-centered pre-clinical curriculum rotates
approximately 60 students per year through multiple PBL groups and
facilitators. Anonymous surveys were administered to M1 (n = 36) and M2 (n =
37) students. Current M1s were surveyed after their first PBL block and will
be resurveyed after their final block; current M2s were surveyed at the end
of their final PBL block. Surveys assessed students’ understanding of PBL,
facilitator influence, and facilitator expectations. Additionally, a
near-peer, small-group interactive intervention will be implemented midway
through the M1 year to evaluate whether clearer framing of PBL improves
alignment with its goals.
RESULTS: M1s after their first block emphasized communication,
collaboration, and professionalism, while M2s increasingly associated PBL
with clinical skill development. M1s were more likely to report facilitator
influence on competency growth (p = 0.001). M2s were more likely to perceive
PhD facilitators as steering discussion toward academic expertise (p =
0.004). Ranking data showed M1s prioritized Interpersonal Skills and
Communication (p = 0.002), whereas M2s emphasized Systems-Based Practice (p =
0.018). Despite satisfaction with non-clinicians, both cohorts preferred
clinician facilitators. Post-intervention M1 responses will be compared with
pre-intervention M2 responses.
CONCLUSIONS: Findings reveal a disconnect between PBL’s intended goals and
student expectations across training, highlighting the need for a targeted
competency intervention to restore alignment with the purpose of PBL.
Presentation Tag(s)
Student Presentation