A problem-based approach to non-redundant resident education

Problem-based learning (PBL) promises benefit in postgraduate education. A program was established whereby family practice residents assigned to inpatient internal medicine spent two hours weekly discussing and generating learning issues in a real time, real patient educational environment. Thirteen residents completed a survey and an evaluation form. On a scale of one to five (small to large extent), medians of three or above identified how residents characterized the program. Highest marks were for program ability to identify personal learning needs and promote group interaction. Eleven residents used mainly general reference works for research. On a scale of zero to five, medians of three (about right) described faculty ability to guide the group, allow it to explore but stay on track, accept feedback non defensively, suggest resources and help interpret basic/clinical science issues. Enthusiasm and willingness to teach and share academic experiences were also described as about right. On a scale of one to five (poor to superior), medians of three (good) described resident group and individual interpersonal and scholastic interaction and overall satisfaction with PBL. These data reflect positive educational outcomes and perceptions. Prior problems of redundancy were solved by residents only researching areas of deficient information.