Kwi Hwa Park1, Chul-Hyun Park2, Wook-Jin Chung1, Chan-Jong Yoo3. 1. Department of Medical Education, Gachon University of Medicine & Science School of Medicine, Incheon, Korea. 2. Department of Thoracic Surgery, Gachon University of Medicine & Science School of Medicine, Incheon, Korea. 3. Department of Neurosurgery, Gachon University of Medicine & Science School of Medicine, Incheon, Korea.
Abstract
PURPOSE: The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine. METHODS: The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students. RESULTS: PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention. CONCLUSION: Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.
PURPOSE: The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine. METHODS: The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students. RESULTS: PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention. CONCLUSION: Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.