Abstract:
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last
century. The evident benefits of PBL and the changing face of medicine and medical education have led many
institutions including those in resource-poor settings to consider the adoption of PBL curricula. However,
experts are uncertain about how successful PBL will be in such settings, as literature on the implementation
of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor
setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses
the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned
at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of
curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation
of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for
the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective.
Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as
important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be
successfully implemented in resource-constrained settings
