The Status of Problem-based Learning in the Medical Schools in Malaysia

馬來西亞醫學院校“問題導向學習”之現況

10.6145/jme.200506_9(2).0002

Azila N. M. A.；Sim S. M.

problem-based learning ； PBL induction programme ； medical students

Journal of Medical Education

9卷2期（2005 / 06 / 01）

121 - 130

英文

Embarking on and sustaining of new educational strategies is a challenge for all educational institution, Of the thirteen established medical schools in Malaysia (1962-2004), only Universiti Sains Malaysia, International Medical University and Universiti Malaysia Sarawak adopted problem-based learning (PBL) as their curricular philosophy, from the start. The other ten schools have either introduced or are contemplating introducing elements of PBL into their curricula. Universiti Kebangsaan Malaysia attempted changing from a traditional to a PBL curriculum in the early 90's. However with a broad lack of enthusiasm for the approach, high retention of didactic teaching and the departure of key staff members there was a gradual drift back to the old traditional approach. Universiti Malaya, which has introduced elements of PBL into its synchronised organ system-based curriculum in 1999, is still working towards a more PBL-oriented curriculum. Universiti Putra Malaysia and International Islamic University Malaysia are attempting to introduce elements of PBL into their medical curricula. Three schools with pre-clinical programmes outside Malaysia (Melaka-Manipal Medical College, Perak College of Medicine and Penang Medical College) and two new medical schools (Universiti Malaysia Sabah and the Asian Institute of Medicine, Science and Technology) have not yet introduced PBL. Universiti Teknologi MARA, established in 2003, has implemented elements of PBL in its curriculum. The variants of PBL curriculum that will eventually emerge in the various medical schools in Malaysia will largely depend on the readiness of faculty to shift from the role of ”instructor of knowledge” to ”facilitator of learning” and to accept ”central” rather than ”departmental” control of the curriculum.

1. Azila NMA,Tan CPL,Sim SM(2002).Problem-Based Learning: Monitoring and Searching for an Appropriate Tune.J Med Educ,6,224-229.
   連結：
2. Malik AS,Malik RH(2002).Implementation of probem-based learning curriculum in the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak.J Med Educ,6,7-14.
   連結：
3. Nadarajah VD,Ponnudurai G,Chen YS(2002).Monitoring the effectiveness of PBL amongst undergraduate Medical Students at Malaysian Medical Schools.J Med Educ,6,234-240.
   連結：
4. Tan JS(2002).Riddled pathway to the conduct of problem-based learning tutorials.J Med Educ,6,212-214.
   連結：
5. Documents and personal communication with members of staff and students.
6. (2004).Personal communication with students from Faculty of Medicine and Health Sciences.
7. Albanese MA,Mitchell S(1993).Problem-based learning: A review of literature on outcomes and implementation issues.Academic Medicine,68,52-80.
8. Azila NMA,Profiles of Asian Medical Schools(2004).Profile of Universiti of Malaya Medical Faculty.
9. Azila NMA,Sim SM,Atiya AS(2001).Encouraging learning how to fish: An uphill but worthwhile battle.Annals Acad Med Singapore,30,375-378.
10. Azila NMA,Tan CPL(2004).Accreditation of medical schools: The question of purpose and outcomes.The Malaysian Journal of Medicine
11. Barrows H,Tamblyn R(1980).Problem-based learning: An approach to medical education.New York:Springer.
12. Bok D(Eds.),H. Schmidt(Eds.)(1989).New directions in medical education.New York:Springer Verlag.
13. Boud D,Feletti G(1991).The challenge of problem-based learning.London, UK:Kogan Page.
14. deVolder M,deGrave W(1989).Approaches to learning in a problem-based medical programme: A developmental study.Med Educ,23,262-264.
15. Edariah AB(1991).Materials for problem-based learning sessions: An example of preclinical PBL material at Universiti Kebangsaan Malaysia.Ann Community Oriented Educ,4,107-122.
16. Engel C,D. Boud(Eds.),G. Feletti (Eds.)(1991).The challenge of problem-based learning.New York:St. Martin`s Press.
17. Hayati Othman(1999).Personal communication.Universiti Sains Malaysia.
18. Houlden RL,Collier CP,Frid PJ(2001).Problem identified by tutors in a hybrid problem-based curiculum.Acad Med.
19. Kaufmann A(1985).Implementing problem-based medical education: Lessons from successful innovations.New York:Springer Publishing Company.
20. Lee RMKW,Kwan CY(1999).The use of PBL in Medical Education.J Med Educ,1,149-158.
21. Leung KK,Wang WD,Chen CY(1997).Evaluation of medical education reform at National Taiwan University College of Medicine.J. Med Educ,1,21-30.
22. Mohd Iskandar Nik Jaafar.Personal communication.
23. Normah Jamaludin(2001).Students Assessment of the Effectiveness of PBL in Preparing them for Clinical Training.Presented at the 2nd Asia-Pacific Conference in Health Sciences,Kuala Lumpur:
24. Perumal Ramasamy.Personal communication.
25. Ratnalingam,Profiles of Asian Medical Schools(2004).Profile of Penang Medical School.
26. Shahbudin SH,Mahmud NN,Lim KE(1988).Changing a conventional curriculum in an established medical school.Medical Teacher,10,149-157.
27. Sim SM(2004).Teaching of Pharmacology in Universiti Malaya and the other medical schools in Malaysia-a historical perspective.Acta Pharmacol,25,1209-1219.
28. Walker A,Bridges E,Chan B(1996).Wisdom gained, wisdom given: Instituting PBL in a Chinese culture.J Educ Adm Hist,34(5),12-31.
29. Wan Zurinah Wan Ngah,Profiles of Asian Medical Schools(2004).Profile of Universiti Kebagsaan Malaysia.
30. Zabidi Azhar MH,Profiles of Asian Medical Schools(2004).Profile of Universiti Sains Malaysia.

1. Thong, Meow Keong,Tan, Nget Hong,Sim, Si Mui,Lian, Lay Hoong,Kanthimathi, M.S.(2011).Students' Perception and Acceptance of Problem-based Learning (PBL) in a Hybrid Traditional-PBL Curriculum.醫學教育,15(4),39-49.
2. Yee, Hla-Yee,G Ponnudurai,Francis I. Achike,Chen, Yu-S.,Anne Garden(2009).Medical Students' Perception of a Hybrid Problem-based Curriculum.醫學教育,13(3),154-168.