Implementation of problem-based learning in medical education in Korea

Abstract

PurposeThis study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school.MethodsFor this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers.ResultsOf the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL.ConclusionPBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.

Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?

“…However, there are problems to be faced in executing the method, particularly among Asian students who are used to gaining knowledge passively through didactic lectures, being spoon-fed and memorizing knowledge without criticizing itThe successful application of the PBL methods in Asian schools is impeded by different cultural practices, such as the students’ lack of confidence in sharing their opinions, reluctance to criticize and share a different point of view and their preference for classic, didactic lectures and memorizing facts rather than extracting problems from the cases by themselves [61, 62]. As a result, the benefits of PBL designed to train students to argue, criticize and co-construct knowledge are less than optimally achievable ([63, 64]. Our findings indicate that critical questions were seldom asked during the discussions.…”

Evaluation of Problem-Based Learning implementation in a College of Medicine, Kingdom of Saudi Arabia: a cross sectional comparative study

“…Rather, the success of PBL is also affected by the evaluation of its implementation. Several studies have evaluated PBL implementation from the facilitators’ perspectives in different medical colleges globally [ 12 – 15 ]. A recent study was conducted in 16 universities in the Kingdom of Saudi Arabia (KSA) to obtain an overall facilitators’ evaluation of PBL implementation.…”

“…Yet, the literature is lacking comparative studies between the facilitators’ and medical student’s perspectives [ 14 ]. Previous studies concentrated on facilitators’ perspectives [ 12 – 15 ] or students’ perspectives [ 16 – 19 ]. Furthermore, the findings of these studies were variable since each institute has its own context and experience, which is an important factor in the context of educational intervention [ 20 ].…”

Fallbasiertes Lernen kann die Lehrqualität im unfallchirurgischen Unterricht verbessern

“…B. Frontalunterricht. So wurden bereits verschiedene studierendenzentrierte Curricula entwickelt und publiziert [ 1 , 2 , 4 , 10 , 19 , 25 ]. Qin et al.…”