Students read past papers and are trained on how to answer questions, not how to develop their own answers through thinking skills. Therefore when a question arises which they have not been taught how to answer, they flounder.

The rote learning of many schools produces superficial, not deep learning; it promotes the memorization of facts, not critical thinking skills which in healthcare are vital both in dealing with patients and communities, and managing organizations. Therefore this study seeks to address the effectiveness of learning methodologies like Problem-Based Learning in imparting critical thinking skills among Postgraduate students.

Principle Investigator: Dr. Nick Wooding