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KMID : 0381520000120020191
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Korean Journal of Medical Education
2000 Volume.12 No. 2 p.191 ~ p.205
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Three Kinds of Problem-Based Learning Formulas Experienced in Konkuk University College of Medicine
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Noh Yun-Hee
Kim Kyo-Sun
Park Hyung-Seok
Kim Kyung-Soo
Bae Ki-Man
Ahn Eui-Hwan
Chung Jin-Sang
Lee Sung-Ki
Choi Hee-Jung
Jang Dong-Wook
Park Sung-Hun
Kim Kwang-Min
Jung Woon-Duck
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Abstract
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We performed three kinds of problem-based learning (PBL) formulas in all of forty-one 3rd grade students after the final examination of the first semester from June 28, 1999 to July 9, 1999 at Konkuk University College of Medicine to investigate
which formula is the most efficient and helpful in medical education and polyclinic course. The PBL formulas applied were the typical face-to-face PBL accompanied by mini-lecture (TypeⅠ) or by distribution of the guidelines without lecture (Type Ⅱ) and cyber PBL using web-based module and discussion over cyber space (Type Ⅲ). Response of students was surveyed using some questionnaires and the evaluation results of each PBL were analyzed with Pearson’s correlation test. All participating students were satisfied with the face-to-face PBL especially in applying time of PBL, using discussion to solve the problem, and studying with tutors. In cyber PBL, in spite of excellency of the contents, limitations in discussion over cyber space and computer skills, misunderstanding of computer system, and additional cost for private PC rent seemed to decrease the satisfaction with this PBL. Experience in Type Ⅱ PBL was turned out to be the most helpful and discussion among fellow students in PBL to be the most useful experience for incoming polyclinic course. There were no significant correlations between the evaluation results of face-to-face PBL and cyber PBL or between the evaluation results of each type of PBL and the average credit of that semester, suggesting that evaluation of the newly acquired knowledge through PBL using tools such as Triple Jump, OSCE (objective structured clinical examination), and MEQ (modified essay question) should be included in assesment of academic achievement in addition to the evaluation of activities during PBL.
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KEYWORD
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Problem-Based Learning, Medical education
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