Problem-based learning in the faculty of medicine and health sciences, United Arab Emirates Universty

ABSTRACT

Problem-based learning [PBL] has been introduced in some medical curricula in order to increase learner curiosity and to overcome the difficulty of information overload. Since its introduction there has been controversy over its advantages and limitations. There have been particular criticisms that PBL is unsuited to medical schools in the Middle East. This paper describes the introduction of PBL to the Faculty of Medicine and Health Sciences of the United Arab Emirates University, and discusses the responses of students and faculty to this important innovation. The main advantage for students was the ability to work in small groups and the early introduction to clinical issues. The disadvantage, only in female students was increased anxiety on what they needed to learn. For faculty the main advantage was a clearer view of the students' strengths and weaknesses and the disadvantage was the insecurity of acting as a facilitator rather than a teacher