Challenges Facing the Shift from the Conventional to Problem-Based Learning Curriculum

  •  Waleed AlBuali    
  •  Abdul Sattar Khan    


Tremendous changes have taken place in medical curricula in the last two decades; these changes have arguably created some imbalances in the quality of medical graduates around the globe, which may be partly due to the number of resources often demanded by the design of the newer curricula. Therefore, resource-poor countries are often unable to adopt these newer models of training in their entirety and are thus compelled to follow the so- called “Subject-Based Curriculum”. The authors have discussed and prepared some guidelines to provide direction for the adaptation and implementation of Problem-Based Learning Curriculum (PBLC) in countries with different cultures and limited resources. This article addresses the issues and concerns raised by medical educationists on the implementation of PBLC especially in developing countries. These pointers include practical solutions for such common problems as staff, cost, infrastructure and training. 

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1925-4741
  • ISSN(Online): 1925-475X
  • Started: 2011
  • Frequency: quarterly

Journal Metrics

h-index (January 2020): 32

i10-index (January 2020): 125

h5-index (January 2020): 16

h5-median(January 2020): 25

(The data was calculated based on Google Scholar Citations. Click Here to Learn More. )