Problem based learning in Cancer Education

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Problem based learning in Cancer Education
Europe

• Jakob de Vries MD PhD
• surgical oncologist
• Co director WHO CCCE
• Groningen University Hospital
• The Netherlands

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Learners are not vessels to fill
but candles to lit
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A 53 y-o woman fractures her hip 4 yr after she
was treated for breast cancer. Could there be any
causative relation and what would you do ?
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You can only learn what you dont know
Dr C.B. Mueller Professor emeritus, Surgery,
McMaster University
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GPEP Report

• to keep abreast of new scientific information
  and new technology, physicians continually need
  to acquire new knowledge and learn new skills.
  Therefore a general professional education should
  prepare medical students to learn throughout
  their professional lives rather than simply to
  master current information and techniques.
  Active, independent, self-directed learning
  requires among other qualities the ability to
  identify, formulate, and solve problems to grasp
  and use basic concepts and principles and to
  gather and assess data rigorously and critically

American Medical Colleges' Panel on the General
Professional Education of the Physicians, 1984
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Publications on PBL
Nr per year
Medline
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World PBL Map
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Contextual Learning Assessment portfolio Scientifi
c training Junior doctor
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Biological
Psychological
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Curriculum philosophy Learning in context ...
for future application, knowledge gathered within
the context of application is better accessible
than knowledge not gathered within that context.
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STUDENT ACTIVITIES in C2000 before time
for studies 2380 1260 hrs time for
tutorials 400 0 hrs time for
lectures 840 2800 hrs
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Europe
50 countries
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European Union
15 members 6 candidates
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• RECOMMENDATIONS FOR UNDERGRADUATE MEDICAL
  EDUCATION
• Advisory Committee on Medical Training of the
  European Union 1993
• The primary goal of the undergraduate curriculum
  is the provision of appropriate knowledge,
  skills, attitudes and ethical values
• The number of years should remain unchanged at
  six, or at least 5.500 hours of theoretical and
  practical teaching
• During his undergraduate training the student
  must be prepared to adjust to changes in medical
  practice during his postgraduate and continuing
  medical education
• The curricula should be composed of two core
  parts, the basic sciences and the elinical
  sciences, which may be integrated. The sciences
  basic to medicine include also psychology and
  human behaviour
• Basic sciences teaching should be medically
  oriented, more practical and tailored to the
  needs for clinical sciences teaching
• Attention should be drawn not to overload the
  medical curricula
• A switch should be made from passive instruction
  to active learning
• Core and options within the curricula should be
  reviewed regularly
• Clinical bedside teaching should be increased
  both by enlarging teacherlstudent and
  student/patient contacts
• Attention should be drawn to methods of learning
  and examinations. The latter must remain
  compatible with the leaming process
• Participation of students in evaluation of the
  curriculum should be stimulated
• Clinical teaching outside the hospital (ward) is
  recommended.
• Medical education should concentratie on students
  and not on subject matter
• Attention for the learning of methods of finding,
  wording and solving specific, fundamental, but
  especially clinical problems, on the basis of a
  multidisciplinary approach
• Theoretical and practical training of elinical
  methodology are essential
• lt is further recommended to develop a European
  medical final examination and a systern of
  quality control.

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Curriculum structures in Europe
Yrs of study
Numerus clausus
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Countries with PBL curricula