Introducing Problem-Based Learning Tutorials into a Traditional Curriculum.
- VernacularTitle:従来型カリキュラムへのＰＢＬテュートリアル導入が臨床実習にもたらした効果
- Author:
Ariyuki HORI
;
Yoshimichi UEDA
;
Noriko AINODA
;
Shinobu MATSUI
;
Katsuyuki MIURA
;
Katsuhito MIYAZAWA
;
Toru NAGANO
;
Mikihiro TSUTSUMI
;
Susumu SUGAI
;
Koji SUZUKI
;
Noboru TAKEKOSHI
- Publication Type:Journal Article
- Keywords:
problem-based learning;
tutorial;
traditional curriculum;
student-teacher relationship;
problem solving
- From:Medical Education
2003;34(6):403-412
- CountryJapan
- Language:Japanese
-
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.
