The Principle and Practice of PBL

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

“…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.…”

“…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.…”

Implementation of problem-based learning in medical education in Korea

“…Problem-Based Learning (PBL) has been implemented in the official curriculum in Korea since the 1990s, after being introduced to medical schools in the 1980s as a new method that overcame the weakness of the subject-centered curriculum [ 1 , 2 ]. The University of Ulsan medical school became the first medical school in Korea to implement PBL in its official curriculum for second-year students in 1991, while Sungkyunkwan University School of Medicine is Korea’s only school that provides PBL curriculum for all first and second year courses starting from 1998.…”

“…The University of Ulsan medical school became the first medical school in Korea to implement PBL in its official curriculum for second-year students in 1991, while Sungkyunkwan University School of Medicine is Korea’s only school that provides PBL curriculum for all first and second year courses starting from 1998. According to a survey conducted in 1999, 15 schools (37.5%) have implemented PBL, and 13 schools were scheduled to implement it [ 1 ]. the Korean Medical Education Report showed that 38 schools (95%) were implementing it [ 3 ].…”

“…Although PBL has been implemented in many medical schools as a new learning method for several years, there has so far been a lack of nationwide researches to analyze and summarize the trends of PBL through a specific investigation into its current status. In terms of an overall investigation into PBL, the Research Group of PBL Tutorial (RGPT) conducted a “nationwide study on the status of PBL” in 1998, at a time when PBL started to be introduced in Korea [ 1 ]; and in the study on the status of education for the Korean Medical Education Report in 2013 [ 3 ], only a simple survey regarding PBL was carried out. As this survey was focused on identifying formal aspects such as whether to implement PBL, the implementation period, credit provision and PBL room, it was impossible to grasp in detail how the PBL courses were run.…”