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Whether adoption of a problem-based curriculum in the delivery of medical education can fill up the existing lacunae?
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2
1 Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
Correspondence Address:
Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu - 603108
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jcrsm.jcrsm_8_20
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Amid the changing dynamics and advancements in the field of healthcare, biomedical research, and technology reforms, the expectations from a healthcare provider have changed immensely. However, the ground reality is that we as medical professionals have not stood up to the task. The problem based learning (PBL) has been looked upon as one of the methods to enhance learning and aid the curriculum planners in meeting their vision set for a medical graduate. In conclusion, PBL curriculum for medical students is the answer to meet the diverse healthcare needs of the society in the current era. This calls for the need for all the stakeholders to work together and implement the same in the best possible way.
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