pA2 online
© Copyright 2003 The British Pharmacological Society

063P University of Manchester
Autumn Meeting September 2003

Use of a novel 'clustered' PBL format for teaching pharmacology in an integrative body function and dysfunction course

M.P. Kingsbury & J.S. Lymn*; Academic Cardiology, Clinical Pharmacology, NHLI Division, Faculty of Medicine, Imperial College London.


Print Abstract

Search PubMed for:

Kingsbury MP
Lymn JS

Imperial College London has an intake of around 340 medical students per year. Although these students are exposed to PBL from the first term in the Doctor-Patient course, basic science concepts remain taught by conventional teacher-centred methodologies with Pharmacology being taught over 21 sessions during the autumn and spring terms of Year 2. The objectives of this exercise were to utilise the new 'Integrated Body Function & Dysfuction' course taught in the summer term of Year 2, as an opportunity for the students to integrate previously taught pharmacological concepts with pathophysiology in a meaningful context. In order to achieve this aim we set out to design a student-centred, student-led active learning scenario (Des Marchais, 1999). Due to limitations in terms of time within the course (4 full days), the lack of trained and experienced PBL facilitators and the large numbers of students involved a novel 'clustered' PBL format was designed.

The PBL scenario was based on a fictional Intensive Care Unit and featured seven patients admitted under different circumstances (asthma, drug overdose, meningitis, epilepsy, liver failure, myocardial infarction and trauma). The PBL was a modified version of the Maastricht '7 Jump' model. Students were divided into 16 groups of 20-21 students/group and were allocated a PBL facilitator. In the first session of the PBL the students clarified concepts, read the clinical scenarios and brainstormed possible explanations. At this point the facilitator divided the group into seven clusters and allocated a specific case to each. Additional clinical information relating to the cases, provided by an experienced Intensivist, was made available at this stage. The facilitator then rotated between each cluster helping the students to summarise and modify their conclusions and to define relevant learning objectives, such that each scenario constituted a mini-PBL in it's own right. All groups were brought back together at the end of the first session as an information sharing and discussion exercise. Each cluster gave a presentation to the whole group in the third session and all students' were invited to attend a summary lecture clarifying the learning objectives for each scenario.

Following the PBL reporting session the facilitators reported that while this novel 'clustered' PBL did create difficulties in maintaining interest, mutual support and cohesiveness of the group structure, it adequately catered for the nature of the larger student groups and was feasible within the time constraints. Moreover the clinical scenarios provided a realistic framework for the integration of pharmacological concepts into clinical practice. As with the traditional PBL format the more students put into the self-directed learning element the more benefit they gained from the experience.

On reflection, despite our initial misgivings this 'clustered' PBL format worked well on a practical basis and provided a good method of supporting the students integration of knowledge. This novel PBL format may provide a pedagogic tool for utilising active, student-centred learning with larger numbers of students

.Des Marchais, J.E. (1999) Therapie, 54:171-181.