J Educ Eval Health Prof.  2019;16:20. 10.3352/jeehp.2019.16.20.

Satisfaction with and suitability of the problem-based learning program at the Catholic University of Korea College of Medicine

• Yoo DM
• Cho AR
• Kim S

• KMID: 2502179
• DOI: http://doi.org/10.3352/jeehp.2019.16.20

Abstract

Purpose
This study was conducted to identify suggestions for improving the effectiveness and promoting the success of the current problem-based learning (PBL) program at the Catholic University of Korea College of Medicine through a professor and student awareness survey.
Methods
A survey was carried out by sending out mobile Naver Form survey pages via text messages 3 times in December 2018, to 44 medical students and 74 professors. In addition, relevant official documents from the school administration were reviewed. The collected data were analyzed to identify the achievement of educational goals, overall satisfaction with, and operational suitability of the PBL program.
Results
The overall satisfaction scores for the PBL program were neutral (students, 3.27±0.95 vs. professors, 3.58±1.07; P=0.118). Regarding the achievement of educational goals, the integration of basic and clinical medicine and encouragement of learning motivation were ranked lowest. Many respondents expressed negative opinions about the modules (students, 25.0%; professors, 39.2%) and tutors (students, 54.5%; professors, 24.3%). The students and professors agreed that the offering timing of the program in medical school and the length of each phase were suitable, while opinions expressed in greater detail pointed to issues such as the classes being held too close to exams and their alignment with regular course units.
Conclusion
Issues with modules and tutors were the most pressing. Detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring. Inconsistencies in tutoring should be reduced by standardization and retraining.

Keyword

Problem-based learning; Medical education; Curriculum; Teaching and learning method; Tutor; Republic of Korea

Figure

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  Fig. 1. Flow chart of problem-based learning.

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  Fig. 2. Achievement of educational goals. Values are presented as percentages.

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  Fig. 3. Issues in problem-based learning (PBL) class. Values are presented as percentages.

Reference

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