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Yes, it can work so much more efficiently if we didn't have the whole chairperson allocation, brainstorming, grouping/numbering issues etc. but then again, getting rid of that would defy the whole 'pbl process', whatever that means. PBL write up's are also pointless but that has been now scrapped for an essay or something for the new second years.
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I also agree that you sometimes end up memorising things very superficially for the debrief sessions so you don't look like a lazy sod in front of everyone. My sessions have been 'closed book' since FunMed in year one, so I haven't really had someone read (tutor) notes on their lap during the session for a while (we do that as we climb the stairs into the room and put them away once we enter the room ).
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Some tutors just have no idea what they are talking about
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I'm not sure how things were in the past at BL but on the Curriculum 08 course, there is much more time allocated to lectures - we have more contact time than there was in the past. Now what this means is that you essentially consolidate what you have been taught in lectures in the pbl sessions - at times it works the other way round and you have the pbl session first - but the point is things are covered again in some respect later.
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We have whole year debrief sessions (as in the whole year sitting in the Perrin with a module lead going through the pbl again) even after the debrief sessions for some modules to level out the discrepancy between groups if that does exist.
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You never go into a pbl session to 'learn' about a disease from your peers - there's no splitting of objectives between the group and no presenting your work to your peers like at other places - I can only think of one major pbl topic that wasn't covered later in a lecture in second year and that was AF (which tbh isn't that difficult to grasp anyway). Everything else was covered again, normally in a lecture. This is the time wasting bit I don't like, but at least the medical school understand we still need lectures to support our learning - thats got to be a good thing on their part, right.
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The learning objectives brought up in the sessions basically just say " This is a warning: you will cover this either in this pbl and again in some other teaching form so make sure you understand this because it may be assessed" but tbh, no one ever does the ones they don't need to do (especially the psychosocial issues you can always blag in the session). It also works especially well on the spiral curriculum where we revisit systems from year one again because you end up "reviewing the anatomy of the [insert whatever organ]" which you would have covered already in year one, again in year two, because it is related to a pbl. If we didn't have to do that, I would have forgotten so much from year one.
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We have ICAs once a term or so based around pbls and lectures and that’s good - failing them basically tells you you’re not putting in enough effort to pass the year comfortably. Of course people fail every ICA and still do alright in end of year exams, but that is quite rare.
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the individuals work ethic
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and the content covered as part of the course (not necessarily the style of teaching).
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