1Department of Neuropsychiatry, Colledge of Medicine, Chungbuk National University. 2Department of Pediatuics, Colledge of Medicine, Chungbuk National University. 3Department of Surgery, Colledge of Medicine, Chungbuk National University.
ABSTRACT
Problem-based learning(PBL), introduced to medical education committee of Chungbuk National University in 1996, was firstly implemented as a regular course of medical education only with 0.5 credit in 1998.
Tutorials of the PBL course were assigned to seven discussion groups consisted of seven or eight junior students during first two weeks of third quarter. Every groups were supervised by two tutors, who evaluated students' performances in terms of problem-solving, stating problems, and presenting referred sources.
The aptitude for PBL course was asked to students and tutors after two weeks course by means of questionnaires.
Most students showed positive responses about PBL course, and preferred the tutors in a supportive or facilitative attitude. However, two weeks of PBL course seemed not enough for maximal educational benefits. Pre- and post-PBL blocks may be one of the useful methods that ensure successful results of short-term PBL course.
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