Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
Introducing Problem-Based Learning Tutorials into a Traditional Curriculum
Ariyuki HORIYoshimichi UEDANoriko AINODAShinobu MATSUIKatsuyuki MIURAKatsuhito MIYAZAWAToru NAGANOMikihiro TSUTSUMISusumu SUGAIKoji SUZUKINoboru TAKEKOSHI
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2003 Volume 34 Issue 6 Pages 403-412

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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.

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