Problem-Based Learning Modules

Problem-Based Learning cases are organized into four modules, one for each preclinical semester. At the conclusion of each case sequence, students take an examination modeled, after medical licensure exams. This assessment evaluates their knowledge and understanding of the learning issues they have identified and studies throughout the case.

Each PBL case is based on real patient scenarios. As students progress through the case, the patient information is disclosed progressively, allowing them to request relevant case details as needed. This structured approach guides them from the initial patient presentation through diagnosis and case management, fostering clinical reasoning and decision-making skills.

The PBL Group Sessions

Each PBL case is typically completed in two to three group sessions. At start of a case, all group members receive basic patient details, including age, gender, and chief complaint. One student assumes the role of the physician, conducting an interview to obtain the patient’s history, and then obtaining the results of the physical examination from the facilitator. At this stage, the students work together to generate a range of differential diagnoses. Initially, this may be a broad list of possible affected body systems rather than specific conditions. As a team, they then determine what additional information is required to better understand the patient’s condition and request relevant laboratory tests, or diagnostic procedures. The facilitator progressively discloses this information, which may include laboratory tests results, radiograph, or EKGs. To prepare for this process, students receive early instruction on diagnostic procedures, EKG interpretation, and radiological imaging. Additionally, they participate in courses on history-taking and physical examination throughout the preclinical years.

Between group sessions, students engage in independent study, either individually or collaboratively researching assigned learning issues. They then bring the findings back to the group to refine their understanding and approach to the case.

At the beginning of the next session, one student presents a brief progress note, similar to hospital rounds. The group reassesses the case, integrating new information, generating additional hypotheses and identifying further learning issues. This iterative process continues until they reach a definitive diagnosis. However, the students must recognize that reaching a correct diagnosis is not the primary objective. The true goal of PBL is to use the case as a framework for mastering the fundamental medical sciences and understanding their clinical relevance. A rapid diagnosis does not necessarily indicate success, rather the depth of the exploration and integration of medical knowledge is what defines effective learning.

At the conclusion of each case, the PBL group compiles a final list of learning issues which is submitted to the PBL administration. These topics correspond to textbook chapters or sections that form the basis for the PBL examination at the end of each PBL case sequence. These exams are structured in a format similiar to medical licensure boards, consisting primarily of multiple-choice questions, with occasional sets of matching questions.

Each PBL session concludes with a, brief, round-table discussion (called wrap-up) where students reflect on key takeaways from the session. Additionally, at the end of each case, students provide feedback on the overall learning experience.

All faculty members are available for consultation outside of PBL sessions, and additional enrichment opportunities, such as workshops may be arranged upon request through the PBL director.

On the Erie and Seton Hill campuses, orientation workshops on foundational topics are integrated into the first PBL module. At the Bradenton campus, these topics are incorporated into the broader PBL curriculum. Areas covered include:

  • Laboratory Tests and Diagnostic Procedures
  • Microbiology
  • Pharmacology
  • Interpretation of EKG

Student Assessment in PBL Modules

Student assessment in the PBL curriculum consists of both written examinations and facilitator evaluations. Throughout the program, students take a total of ten examinations: two in the first and fourth semesters and three in the second and third semesters. These exams assess knowledge and understanding of the learning issues associated with each case studied in the corresponding module.

PBL cases are explored in groups of up to nine students, with each set of cases culminating in an examination designed to evaluate comprehension and application of relevant concepts. The exams primarily focus on the core learning issues derived from each case, ensuring that students integrate foundational medical sciences into their clinical reasoning.

In addition to written assessments, a small but significant portion of student evaluation comes from facilitator assessments during PBL sessions. Facilitators observe and assess students’ engagement, teamwork, critical thinking, and ability to contribute to discussions, providing qualitative feedback on their performance in the group learning environment.

Early Clinical Experience

From the first semester, PBL students begin developing essential clinical skills through structured instruction in patient history-taking and physical examination techniques. Under the guidance of experience clinical preceptors, students practice these skills in simulated and real-world settings, reinforcing their understanding of patient evaluation.

Osteopathic Principles and Practice

Throughout the preclinical program, LECOM students receive comprehensive instruction in the philosophy, principles, and practice of osteopathic medicine. Emphasizing a holistic, patient-centered approach, students develop hands-on diagnostic and treatment skills that form the foundation of osteopathic whole-person healthcare. This training integrates osteopathic manipulative medicine (OMM) with core medical knowledge, reinforcing the connection between structure and function in patient well-being.

Other Coursework

While PBL comprises approximately 60% of the curriculum, certain aspects of medical education require alternative instructional methods. These courses utilize a combination of lecture-based learning, computer-assisted instruction, and hands-on training to ensure a comprehensive medical education.

Didactic and Directed Study Courses:

  • Anatomical Sciences (Gross Anatomy, Embryology and Histology)
  • Introduction to Biostatistics and Research Methodology
  • Geriatric Medicine
  • Healthcare Management
  • History and Physical examination
  • Human Sexuality
  • Medical Jurisprudence
  • Medical Spanish
  • Osteopathic Principles and Practice
  • Biomedical Sciences and Osteopathic Principles Convergence
  • Psychiatry
  • Public Health and Preventative Medicine

Hands-on instruction:

  • Advanced Cardiac Life Support
  • Basic Life Support
  • History and Physical Examination
  • Ophthalmic Examination
  • Osteopathic Manipulation
  • Sensitive Patient Examination
  • Standardized Patients/Skills Laboratory