Problem Based Learning (PBL) Track

Empowering Students to Direct Their Own Medical Education

Description of Problem Based Learning

The Problem Based Learning (PBL) program at WVSOM is an innovative curriculum that relies heavily on small group and student-directed learning.  Students utilize patient case studies to identify clinical "problems," outline learning issues to pursue, and determine which issues need to be investigated further to reach a reasonable resolution to the problem.  The group process is supplemented by faculty-directed problem sets and structured exercises, including laboratory experiences in biomedical sciences and osteopathic manipulative medicine.

PBL vs. Traditional Education

In traditional medical education, student learning - especially basic sciences - comes from information provided primarily through lectures.  The problem-based approach advocates that learning occurs best when associated with concrete clinical problems.  Students explore the basic science and clinical content by discussing and hypothesizing about clinical problems, not through lectures.  The objective of medical education is to prepare physicians who are able to evaluate and treat patients.  WVSOM believes PBL offers a logical approach to emulate and develop the types of skills, attitudes, and applied knowledge that students need to become outstanding osteopathic physicians.

PBL at WVSOM

WVSOM's regional peer osteopathic institutions have dual tracks in place already.  PBL will keep WVSOM in the forefront of new and innovative methods for delivering high quality medical education programs and to be recognized as a leader in the field of medical education.

PBL Students

There is not a set profile of who best fits with a PBL curriculum.  However, students should be creative, self-motivated, and adaptable.  A problem-based approach to medical education facilitates the development of collaborative skills by the students without stifling their individuality.

These students would learn the same material, take the board exams, be in the same clinical laboratories, do rotations, and earn the same osteopathic medical degree as the other students.  Statistics show non-traditional students have flourished in this type of environment at other medical schools.  These statistics also show that there is no discernible difference in national board test scores between the two tracks.