Year: 2003
Type: article
Abstract: Keimyung University School of Medicine has partially adopted problem-based learning (PBL) curriculum for first and second year medical students since 1999. In this article, we describe outcome and changes seen during the establishment process of PBL curriculum. Based on the five years of hands-on experience, we report the paradigm shift in medical education brought on by PBL. During the last five years we have faced with many difficulties in implementing PBL curriculum, we had to develop an ample supply of integrated and comprehensive PBL modules and a rational method to evaluate students. We also had to establish interactive facilities for PBL. However, from our experience, PBL proved to be an effective teaching and learning methodology in medical education. PBL seemed to improve reasoning and communication skills as well as critical utilization of the knowledge obtained from classrooms. With rapidly expanding biomedical knowledge, the need for instructional development is very high to produce medical graduates with defined knowledge and skill sets. The innovative curricular experiments using educational tools such as PBL appear to be very promising and timely in fostering doctors and scientists for whom society demands.
Institution: Keimyung University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6985026847