Problem based learning in Cancer Education

Jakob de Vries MD PhDsurgical oncologist

Co director WHO CCCE

Groningen University Hospital

The Netherlands

Europe

Learners are not vessels to fill

but candles to lit

1

1

2

2

1

3

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 ?

“You can only learn what you don’t know”

Dr C.B. MuellerProfessor emeritus, Surgery, McMaster University

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

Publications on PBL

0

20

40

60

80

100

120

140

160

180

Medline

Nr per year

GPEP Report

World PBL Map

Biological

Psychological

Society

Science

teacher

student

4

3

1

5

Social

patient

Health Care System2

Curriculum philosophy=

Learning in context

... for future application, knowledgegathered within the context of

application is better accessible thanknowledge not gathered within that

context.

STUDENT ACTIVITIES in C2000 before

time for studies 2380 1260 hrstime for tutorials 400 0 hrstime for lectures 840 2800 hrs

Europe

50 countries

European Union

15 members6 candidates

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.

Curriculum structures in Europe0 2 4 6 8

Albania

Austria

Belgium

Bulgaria

Denmark

Estonia

Finland

France

Greece

Ireland

Netherlands

Sweden

UK

Integrated Curriculum

Preclinical Sciences

Clinical Sciences Theory

Clinical training

Mandatory Preregistrationperiod

Numerus clausus

Yrs of study

Countries with PBL curricula