Problem-Based Learning Pathway
In the Problem-Based Learning (PBL) Pathway, studies are based around patient cases that
provide the context for acquiring the knowledge and understanding of basic medical science. This
method of learning promotes critical thinking and clinical reasoning skills, while retention of
knowledge is enhanced through its contextual nature. Since the PBL process emphasizes self-directed
study with a team approach, it also strongly promotes independent learning and interpersonal
skills.
How Does it Work?
Following an initial course in Anatomical Sciences (Anatomy, Embryology and Histology),
during which time PBL is a minor component, students in the PBL Pathway study the basic medical
sciences almost completely by PBL, which occupies about 70% of the total pre-clinical curriculum.
Over the two years of the PBL preclinical program, groups of about eight or nine students,
each with a faculty facilitator, meet for three tutorial session each week to study a sequence of
more than 70 patient cases in paper presentation. These studies replace the major part of the
traditional lecture program. The faculty members do not teach in the traditional
sense, but facilitate the efforts of the student group in understanding the cases for themselves.
During the course of studying each case, learning issues —
topics the students should study in greater depth in order to understand the case and the
underlying medical science — are identified. Between meetings students work
independently, or in small, informal groups, on these learning issues, which later form the basis
for their examinations. Learning issues are selected in the form of chapters or sections of
required texts for the pathway so that the material to be studied for each examination is
unambiguously defined. Thus, in Problem-Based Learning, each basic medical science subject is
studied, not in isolation, but integrated with other subjects in the context of the
case.
Early Clinical Experience
PBL students learn proper patient history evaluation and physical examination techniques
in class. From the first year of the program, PBL students gain clinical experience with
standardized patients under the guidance of physician preceptors. They then apply this
experience in clinical settings, such as physicians’ offices and hospitals, during
preceptorships in year two, and later during rotations in years three and four.
Osteopathic Principles and Practice
LECOM students learn the basic philosophy, principles and practice of osteopathic
medicine. Hands-on diagnosis and treatment are a cornerstone of osteopathic whole-person
health care.
Student Assessment
In the PBL component of the program, there are two examinations in the first semester and
three examinations per semester thereafter. Cases are studied in groups of up to eight. Each
group of cases is followed by an examination that tests knowledge and understanding of the learning
issues relating to every case in the group. A small, additional component of the
student assessment is derived from evaluation of their performance in tutorial sessions by the
facilitator and by their fellow group members.
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ISP
PCSP
APAP
Clinical Education
School of Dental Medicine
Pharmacy Pathways
Master of Science in Medical Education Curriculum
Master of Science in Biomedical Sciences Curriculum
Health Sciences Post Baccalaureate Program
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