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Special Article | June 01, 1996

Using Problem-Based Learning to Enhance the Psychosocial Competence of Medical Students

Susan D. Block

Academic Psychiatry 1996;20:65-75.

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Brigham and Womens' Hospital Division of Psychiatry and the Consolidated Department of Psychiatry, Harvard Medical School; Department of Ambulatory Care and Prevention, Harvard Medical School and Harvard Pilgrim Health Care, Boston, Massachusetts

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Abstract

This article provides an overview of adult learning principles and reviews their applicability and effectiveness in enhancing learner acquisition of psychosocial competencies. It presents a brief critique of traditional models of teaching medical students, reviews general principles of adult learning, describes the method of problem-based learning (PBL), summarizes data about outcomes of PBL, and suggests mechanisms through which PBL may enhance psychosocial learning. The author emphasizes the roles of small group interaction, exposure to diverse viewpoints, integrated presentation of psychosocial issues in cases, learning to adapt to uncertainty, and similarities with the process of psychotherapy as possible mediators for enhanced psychosocial learning through PBL.

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