Sahu, Pradeep KumarAddae, JonasSa, Bidyadhar2015-07-152015-07-152015-07-15https://hdl.handle.net/2139/40101Paper presented at the Regional Conference on Institutionalising Best Practice in Higher Education, UWI, St. Augustine, Trinidad and Tobago, 24-26 June, 2015.Problem based learning (PBL) in a medical curriculum was started at McMaster University in 1969 and has since grown in popularity across the world. The Faculty of Medical Sciences (FMS) at the St. Augustine Campus of The University of the West Indies (UWI) adopted PBL for pre-clinical science and para-clinical science courses since its inception in 1989. The use of PBL promotes self-directed learning, critical thinking, research skills, and communication skills of students. In an effort to have sustained improvements of the PBL process at FMS, the Centre for Medical Sciences Education (CMSE) organises periodic reflective meetings with academic staff to identify weaknesses and remedial actions. Additionally, CMSE has initiated a monitoring process using a checklist developed in-house. The aim of the present study was to evaluate the PBL delivery process for students in Years 1, 2, and 3 of a five-year medical programme. The study identified several practices of tutors and group leaders that need to be addressed in order to improve the delivery of PBL in the faculty.enProblem-based learningMedical educationProgramme evaluationFaculty of Medical Sciences, UWI, St. AugustineArticle