PURPOSE
Konkuk medical school has tried to improve its problem-based learning (PBL) curriculum. In this study, we evaluated the serial changes of student satisfaction of this PBL curriculum. METHODS: Student satisfaction for the PBL curriculum was assessed using the same questionnaire for 3 years, from 2005 to 2007. Twenty individual questions were classified into five categories: individual learning, group learning, tutoring, module, and learning environment. Scores of the individual items and categories were compared.
RESULTS
For the first 3 years after the introduction of a graduate medical school, scores for the individual learning, group learning, and tutoring categories were higher those for the module and learning environment categories.
Satisfaction of the learning environment, however, gradually improved. CONCLUSION: In general, satisfaction of the PBL curriculum was good for the first 3 years after the introduction of the graduate medical school. However, further investment in improving the PBL module and learning environments was necessary for the success of the PBL curriculum.
