PROBLEM-BASED LEARNING: MORE OF A HINDRANCE TO RATHER THAN AN ENHANCEMENT OF LEARNING FOR ASIAN MEDICAL STUDENTS?

Matthew Gwee*¹ and Dujeepa Samarasekera, Medical Education Unit and Department of Pharmacology¹, Yong Loo Lin School of Medicine, National University of Singapore, 10 Medical Drive, SINGAPORE 117597.

PURPOSE: Problem-based learning (PBL) is a learning system design aimed at optimizing student-centred, self-directed, collaborative and integrated learning. PBL has spread widely across the globe, including much of Asia. PBL tutorials require students to be engaged in interactive peer teaching-learning in open discussion, which may conflict with the Asian communication style often dominated by cultural reticence. Will the PBL strategy therefore be more of a hindrance to learning for Asian medical students?

METHODS: Evidence for the study was obtained from the literature, personal PBL tutoring experience in a multi-cultural setting (with medical students and tutors from several countries), and also from personal observations of PBL tutorials in some Asian medical schools.

RESULTS: Documented literature suggests that cultural reticence is still prevalent in Asia which can pose a potential barrier to learning in PBL. However, there is also strong evidence, especially from the multi-cultural PBL tutoring experience, that creating a conducive learning environment for students can overcome such an apparent cultural barrier to learning. Moreover some Asian attributes have been well documented to be consistent with some of the basic tenets of PBL.

CONCLUSION: Asian cultural reticence can pose a potential barrier to learning in PBL. However, Asian medical students will participate actively in and benefit from PBL tutorials if a conducive environment of mutual trust, respect and support is created.