ABSTRACT
This article was migrated. The article was marked as recommended. Problem-Based Learning pedagogy has been around since the late 1960s. However, PBL case-writing still constitutes an arduous task with much debate about how the cases should be written. The influence of the different PBL-writing styles and approaches have upon medical students requires attention and research. The Western Sydney University medical school has recently undergone a PBL renewal project, redesigning and rewriting 52 high quality PBL cases. Much thought and consideration were exerted in the planning and delivery of this project with a focus not only on the deep-learning and understanding of the basic and clinical sciences, but also on the importance of patient-centeredness. In this paper, we emphasize how language used in PBL cases can have a profound impact on students through implicit learning and the hidden curriculum. We also recommend having a writer, experienced in the use of narrative and emotive language, in addition to clinicians and medical educators in the authorship of PBL cases.
