1. Himanshu Pandya Sarmishtha Ghosh
Preparing faculty to develop problem oriented approach to teaching & learning : our experience at Pramukhswami Medical College, India
Himanshu Pandya
Sarmishtha Ghosh
Pramukhswami Medical College, Karamsad, Gujarat

2. INTRODUCTION OBJECTIVES
Globally medical education has adopted an integrated, student centered and problem based approach.
Medical Council of India recommends integrated and problem based learning approach.
Switching to PBL requires training of the trainers who are mostly conversant with didactic mode of teaching
Faculty development should aim at creating awareness regarding concepts of PBL, role of teacher as facilitator, group dynamics and designing of case scenarios.
OBJECTIVES
Medical Education Unit [MEU] of Pramukhswami Medical College at Karamsad, Gujarat decided to expose its academic staff to the concepts of PBL and allied teaching strategies supporting adult learning on the lines of recommendations by MCI

3. This paper reports data collected from two faculty development workshops :
Workshop I - Principles and methodology of PBL in the form of student experience
Workshop II -Techniques of writing and refining case scenarios for PBL sessions

4. WORKSHOP- II [Case Writing]
METHODOLOGY
WORKSHOP- I [PBL]
WORKSHOP- II [Case Writing]
2 faculty per department, irrespective of experience, nominated by Head
1 faculty per department, interested faculty invited
Selection of faculty
Formation of Core group with experienced in house faculty. External expert from CMC, Vellore. Demonstration, small group discussions & large group interaction.
External expert from IIM-A. In house coordinators Didactic lecture, small group discussion & large group interaction
Strategy
Schedule
2 days; morning- 4 hours
1day; 5 hours
Number registered 39 25

5. Workshop I; Morning session : 4 hours, DAY 1
What is PBL
Pre workshop test
Didactic interactive lecture on PBL
Roles & Responsibilities of facilitator
Demonstration of a PBL session
7 steps of PBL
Question-Answer Session

6. Question-Answer Session
Morning session : 4 hours, DAY 1
Morning session : 4 hours, DAY 2
STUDENT EXPERIENCE
Session- I
STUDENT EXPERIENCE
Session- II
6-7 members/group, 1 facilitator; 6 groups
Small group activity contd
2nd page of Case revealed
1 hour
Case given
Large group presentation
Small group activity
1 hour
Question-Answer Session
Large group presentation by group representative
Post Test & Evaluation of Workshop

7. Large Group Presentation 1 hour
Case Writing Workshop
Morning Session - 3 hours
Afternoon Session- 2 hours
1 hour
6 Preframed scenario
Introduction by External & Internal Experts
Small group activity
Small group activity
Case 1, groups 1,2,3
Large Group Presentation
1 hour
One real scenario designed differently
Case 2, groups 4,5,6
Evaluation with questionnaire
Large Group Presentation

8. RESULTS - WORKSHOP I
28.6%
33%
33%
34.8% 6%

10. 1. What is PBL?
2. PBL is same as CBL, PBL, PSL, Inquiry Driven Learning, None
3. Role of faculty in PBL
4. Responsibility of student in PBL
5. Characteristics of an effective tutor

13. RESULTS - WORKSHOP -II

16. Conclusion
Comprehensive faculty development programs are essential for initiating curricular change
High satisfaction and considerable change in attitude was observed amongst faculty members
Some faculty expressed concern regarding implementation of PBL in present setting and the assessment of the same
Further workshop involving more faculty need to be conducted on a regular basis.

17. Acknowledgement CMCL-FAIMER Regional Institute
Mr. Sandeep Desai, CEO, H M Patel Centre for Med Care & Edu
Dr. H. H. Agravat, Dean, Pramukhswami Medical College
Dr. Rashmi Vyas, Christian Medical College, Vellore
Dr. Dileep Mavlankar, Indian Institute of Management, Ahmedabad
Core faculty of Pramukhswami Medical College- Dr. Barna Ganguly, Dr. Suman Singh, Dr. Praveen Singh, Dr. Anuradha Joshi
Medical Education Unit,Pramukhswami Medical College
Participant faculty at Workshop I & II.

18. References
1. Physicians for the twenty First century: Report of the panel on the General Professional Education of the Physicians and College preparation for medicine, Association of American Medical Colleges, Washington, 1984.
2. Schmidt H: Problem based Learning: rationale and Description, Med Educ 1983; 17:
3. Medical Council of India. Salient features of Regulations on Graduate Medical Education, 1997 Available accessed Oct 08, 2007
4. Wood, DF (2003): ABC of learning and teaching in medicine: Problem based learning, BMJ 326; Available at accessed on
5. Barrows HS, Peters MJ: How To Begin Reforming The Medical Curriculum, Southern Illinois School of Medicine, Springfield. Ill. 1984: 21-27
6. Des Marchais JE, Jean P, Delorme P: basic training program in medical pedagogy: a 1- year program for medical faculty. Can Med Assoc J 1990; 142: