Introducing Problem-Based Learning Tutorials into a Traditional Curriculum / 医学教育
Medical Education
; : 403-412, 2003.
Article
en Ja
| WPRIM
| ID: wpr-369861
Biblioteca responsable:
WPRO
ABSTRACT
Problem-based learning (PBL) tutorials were introduced at our university in April 2001. Because a complete PBLbased curriculum could not be adopted, a transitional curriculum incorporating 3-hour PBL tutorial sessions into the traditional curriculum was introduced. More than 80% of students agreed that PBL is an effective way of learning problem solving at the bedside. Twenty percent to 40% of teachers felt that students who took PBL were more motivated for bedside learning and self-directed learning and had better at presentation than were students who did not take PBL. Because of 80% of the curriculum comprised didactic lectures, most students considered PBL tutorials a type of lecture. For this reason, motivating students to learn additional material originating from PBL tutorials was difficult. Although the combination of a traditional curriculum and PBL tutorials may appear to be a new curriculum, this type of PBL has limited value as a method for studying problem solving.
Texto completo:
1
Base de datos:
WPRIM
Idioma:
Ja
Revista:
Medical Education
Año:
2003
Tipo del documento:
Article