Implementation of PBL curriculum involving multiple disciplines in undergraduate medical education programme

Srikumar Chakravarthi, Nagaraja Haleagrahara


This article describes how a multidisciplinary problem-basedlearning (PBL) curriculum was established at the International Medical University in Malaysia for preclinical educationin a 5-semester phase 1 programme. Based on positive feedbackfrom a modified PBL program implemented in one discipline, amultidisciplinary PBL curriculum was established. PBL trainingfor facilitators and students, development of resource materials,curriculum design, and case writing were done in a manner thatis consistent with the characteristics and learning style preferencesof undergraduate medical students. About 80 percent of the lectureswere kept in the new PBL program. The multidisciplinary PBLcurriculum has been successful in helping undergraduate medical students mentallyconstruct an understanding of the interrelationship betweenmedical knowledge and basic science concepts. The experienceai IMU indicates that there are clear benefits for studentsin the PBL format. A benefit to faculty is that PBL tutorialfacilitators were partly liberated from their traditional rolesand developed additional skills for facilitating. However, conflictarises when PBL-trained students encounter the traditional exam-centerededucation system.

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Copyright (c) 2010 Srikumar Chakravarthi, Nagaraja Haleagrahara

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This work is licensed under a Creative Commons Attribution 4.0 International License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)


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