A New PBL Case-writing Course

Small-group problem-based learning (PBL) was introduced on the Indianapolis campus of the Indiana University School of Medicine (IU) in the spring of 1994. For the first several years, the PBL cases were incorporated into one of three basic science courses: physiology, biochemistry, or microbiology. Two years ago, IU introduced a stand-alone course entitled “Concepts of Health and Disease,” which uses integrated cases from these three basic science disciplines. Recently, a new elective course “Experience in PBL Case-writing” was created for third- and fourth-year medical students; the first cohort of students enrolled in September 2000. In this new elective, students work in groups of two or three to write an instruction-quality PBL case. Cases are objective driven and are based on the cases of real patients. At the start of the course, students are provided with a timetable to follow for completing the various components of the case, and they meet twice weekly with the course director to report on their progress. Exceptionally well-written cases may be submitted for publication. The course had three objectives: (1) to provide students with an opportunity to acquire, use, and refine communication skills that should prove helpful in their careers; (2) to facilitate students' acquisition of those skills and attitudes related to lifelong learning; and (3) to provide students with an opportunity to research in depth one particular area of medicine from the molecular level to the whole individual and, where appropriate, the demographic and socio-economic impact of the disease in question. Below is an outline of what is covered in the twice-weekly meetings over the four weeks of the course: Week 1 ▪ Orientation; select topic/disease for case, write brief case outline; assignment 1: write case objectives ▪ Report on assignment 1; assignment 2: write initial presentation, patient history, and physical Week 2 ▪ Report on assignment 2; assignment 3: write up lab values and other initial tests ▪ Report on assignment 3; assignment 4: expand on initial patient and family history, create additional tests and initial treatment plan and patient progress report Week 3 ▪ Report on assignment 4; assignment 5: create final treatment, additional progress and outcome information ▪ Report on assignment 5; assignment 6: write answers to objectives Week 4 ▪ Report on assignment 6; assignment 7: write facilitators' annotations ▪ Report on assignment 7; final discussion of case; course and peer evaluations This course has been enthusiastically supported by the faculty, and students have shown growing interest in the course as they become aware of its availability. At this point, I would like to hear any thoughts or ideas from readers who are teaching similar courses. I can be reached at the Department of Physiology, 635 Barnhill Drive, Indianapolis, IN 46202; e-mail: 〈[email protected]〉.