The Problem-Based Learning Pathway (PBL) is an internationally recognized, innovative approach to medical education. PBL emphasizes student-centered, self-directed learning through small group interaction and limited faculty involvement.

How Does it Work?

A series of patient cases focus PBL students on learning the basic and clinical sciences required to understand patient problems. The PBL case studies are designed to develop and enhance the critical thinking and problem-solving skills of students. Each group of eight students meets with a faculty member two to three times each week. Faculty members serve as facilitators and do not teach in the traditional sense. After receiving a patient case, students work within these groups and independently to develop learning issues before the next meeting, at which time new information is discussed and refined in the context of the case. Through this learning process, PBL students develop their knowledge of biomedical sciences and an understanding of clinical diagnosis.

Early Clinical Experience

PBL students learn proper patient history evaluation and physical examination techniques in class. From the first year of the program, the students gain clinical experience with standardized patients under the guidance of physician preceptors. They then apply these procedures in clinical settings including physician offices and hospitals in years three and four.

Osteopathic Manipulative Medicine

LECOM students learn the basic philosophy, principles and practice of osteopathic manipulative medicine. This hands-on diagnosis and treatment is the foundation of osteopathic whole-person health care.

Evaluation

Each examination includes multiple-choice questions similar to licensing board exams. Faculty members who are knowledgeable in the subject area create test questions. They base questions on the issues discussed since the last examination. The exam process is used to identify the students’ strengths and weaknesses.

Is PBL the Choice for You?

PBL is ideal for students who:

• Are pro-active learners
• Are comfortable with flexibility in their approach to learning
• Learn best through group discussion and personal study
• Prefer a strong clinical context for their learning