The Implementation of Problem-based Learning in Kyungpook National University School of Medicine and its Evaluation

Chang, Bong Hyun; Lee, Yoo Chul; Kim, Bo Wan; Kang, Duk Sik; Kwak, Yun Sik; Kang, Echeol; Seo, Kang Suk; Kim, In Kyeom; Lee, Jong Myung; Jeong, Sung Hoon; Kim, Jong Yeol; Kim, In San; Kim, Hyeong-Jin

doi:10.3946/kjme.2001.13.1.91

Cited by 10 publications

(3 citation statements)

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“…The questionnaire was developed using closed-ended items modified from surveys which had been reported in previous studies [ 3 , 4 , 8 , 12 ]. The internal reliability of the questionnaire items was verified by Cronbach α coefficient.…”

Section: Methodsmentioning

confidence: 99%

“…Twenty-three medical schools in Korea have adopted PBL as an experimental or a formal course since the 1990s [ 2 ]. The hybrid PBL curriculum of Kyungpook National University School of Medicine (KNUSOM) has been designed to run concurrently with a conventional curriculum over the past decade since it was adopted as a two credits pass/fail course in 1999 [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…The available reports have involved the principle and practice of PBL [ 4 ], development and the application of PBL [ 5 ], case reports of implementation or experience of PBL [ 3 , 6 , 7 , 8 , 9 , 10 , 11 , 12 ], its evaluation [ 3 , 7 , 8 , 9 , 13 ], and self-directed learning readiness [ 14 , 15 ]. Through these studies a better understanding and sharing of their experiences of PBL could be promoted.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Yeo¹,

Chang²

2016

Korean J Med Educ

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Purpose:Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students’ perceptions and satisfaction levels of hybrid PBL.Methods:The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students.Results:As for the scores regarding students’ overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students’ preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively.Conclusion:In order to increase students’ satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Yeo¹,

Chang²

2016

Korean J Med Educ

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Development of Korean standard dental hygiene curriculum proposal

Bok-Yun¹,

Won²,

Hwang³

et al. 2013

J Korean Soc Dent Hyg

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Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning

Kim¹,

Kim²,

Kong³

et al. 2022

Korean Med Educ Rev

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The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students’ clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

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The Implementation of Problem-based Learning in Kyungpook National University School of Medicine and its Evaluation

Cited by 10 publications

References 0 publications

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Development of Korean standard dental hygiene curriculum proposal

Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning

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