The Change of Student Perception toward PBL in a Medical School with a hybrid-PBL Preclinical Curriculum in Taiwan

10.6145/jme.201209_16(3).0001

Lii-Tzu Wu；Li-Chuan Hsu；Shung-Shung Sun；Hsi-Chin Wu；Ming-Gene Tu；Chiu-Yin Kwan

problem-based learning ； hybrid-PBL ； medical curriculum ； general education ； students' perception

Journal of Medical Education

16卷3期（2012 / 09 / 01）

97 - 113

英文

A hybrid PBL (Problem-based learning) curriculum was adopted by the medical schools of China Medical University a decade ago, but its effectiveness and students' learning attitudes have not been reviewed. A questionnaire was designed to survey on our medical students' perception over the hybrid-PBL program across the entire 4-year preclinical curriculum. This study has intentionally reported a detailed account of the PBL program relating to this study to enable more informed analysis and interpretation or elaboration of the data obtained. We observed three novel aspects. First, the use of PBL in the initial two-year general education had a positive effect on students' perception over PBL, especially after a proper PBL orientation session. Second, the students' perception over PBL was relatively unfavorably reduced during the subsequent two-year professional education with congested biomedical courses which are primarily lecture-based accounting for more than 80% of the entire curriculum. Third, our students across all 4 years seem to lack confidence and faith to sustain learning in PBL format and are reluctant to accept PBL as the main stream instruction or to recommend it to their peers. In conclusion, our students initially appreciate and find PBL refreshing but latter view PBL with a high degree of uncertainty and reluctant acceptance. The above observations were discussed based on the medical education system in Taiwan, elements in Asian culture and the design of the medical curriculum.

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