An Student's Evaluation of the Implementation of Problem-Based Learning.
- Author:
Yeon Hee SO
1
;
Young Mee LEE
;
Duck Sun AHN
Author Information
1. Department of Medical Education, Korea University, College of Medicine, Korea. ymleehj@korea.ac.kr
- Publication Type:Original Article
- Keywords:
PBL;
Students' assessment;
Small group activity
- MeSH:
Surveys and Questionnaires;
Diagnostic Self Evaluation;
Humans;
Korea;
Learning;
Lectures;
Mental Competency;
Problem-Based Learning*;
Students, Medical
- From:Korean Journal of Medical Education
2005;17(1):49-58
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study is to analyze the assessment of student performance in Problem-Based Learning, which was an elective course at Korea University College of Medicine, from 2001 to 2003, and to delineate effective strategies for Problem-Based Learning. METHODS: A questionnaire was given to 126 third year Korea University medical students. The questionnaire consisted of 25 items in 2001, 37 in 2002, and 64 in 2003. These items covered self-evaluation and overall evaluation of contents, learning environments, small group activity, and tutor in PBL. The respective reliability of items in scale was .67, .75, .79, and 81. Data was analyzed using the Spsswin.11.0 RESULTS: The results of this study are as follows. By most of all respondents, PBL was recognized as a more effective learning method, more interesting, and able to provide a more diverse spectrum of information than traditional lectures. Neutral or negative responses were given for educational settings. Competence of students was increased in the PBL setting. A large percentage of learning method was through the use of textbooks. Most respondents were satisfied with the small group activity and tutor. CONCLUSION: There should be sufficient educational equipments such as rooms for small group activity, textbooks, and journals for PBL. We have to consider student's characteristics carefully and to make concrete guideline and system for effective Problem based learning.
