Three Kinds of Problem-Based Learning Formulas Experienced in Konkuk University College of Medicine.
- Author:
Yun Hee NOH
1
;
Kyo Sun KIM
;
Hyung Seok PARK
;
Kyung Soo KIM
;
Kee Man BAE
;
Eu Whan AHN
;
Jin Sang CHUNG
;
Sung Kee LEE
;
Hee Jung CHOI
;
Dong Wook JANG
;
Seung Hun PARK
;
Kwang Min KIM
;
Woon Duck CHUNG
Author Information
1. Department of Biochemistry, Konkuk University College of Medicine.
- Publication Type:Original Article
- Keywords:
Problem-Based Learning;
Medical education
- MeSH:
Computer Systems;
Education, Medical;
Equidae;
Humans;
Problem-Based Learning*;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2000;12(2):191-205
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
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 (Type I) 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.
