Problem‐Based Learning Curriculum in Medical Education at Kaohsiung Medical University
Open accessAbstract
Problem‐based learning (PBL) was first introduced to Kaohsiung Medical University in 1997 and was incorporated into the reform of the medical curriculum in 2005. An action committee was organized to manage PBL activities at Kaohsiung Medical University. A 2‐year PBL curriculum with 14 blocks was delivered both in the School of Medicine and School of Post‐Baccalaureate Medicine. Each block consists of lectures of basic and clinical science, clinical skills, and three PBL tutorials. Fifty‐three well‐edited PBL cases were created during the past 4 years. Some issues have arisen from the PBL curriculum including lack of tutors, low tutor numbers in tutorials, tutor training, and adequacy of assessment. Therefore, faculty development and a better system of evaluation and assessment are now our major tasks. We hope that our efforts to improve the PBL curriculum will provide students with a better education system.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
PBL methodology is complex to plan and structure, needs a large number of human and material resources, and requires an immense teacher effort.
“recognizing that PBL methodology is complex to plan and structure, needs a large number of human and material resources, requiring an immense teacher effort [28, 31, 94, 127–133].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [132]
Cites
Schmidt, H. G., van der Arend, A. J., Moust, J. H. C., Kokx, I., & Boon, L. M. (1993) · Academic Medicine · doi:10.1097/00001888-199310000-00018 · Cited by 186 · cited 1× · see citing works
“Such problems were also reported by other medical universities [3,4].”
Berkel, H. J. M. V., & Dolmans, D. H. J. M. (2006) · Medical Education · doi:10.1111/j.1365-2929.2006.02530.x · Cited by 104 · see citing works
The Ethical Foundations of Professionalism
Sox, H. C. (2007) · CHEST Journal · doi:10.1378/chest.07-0464 · Cited by 60 · cited 1× · see citing works
“The rapid development of new medical knowledge and technology, together with growing expectations of the medical profession by society, has brought modern doctors new challenges in clinical service [1].”
BackgroundStatus of Medical Education Reform at Saga Medical School 5 Years After Introducing PBL
Oda, Y., & Koizumi, S. (2008) · The Kaohsiung Journal of Medical Sciences · doi:10.1016/s1607-551x(08)70094-9 · Cited by 33 · cited 2× · see citing works
“A recent study from the University of Maastricht suggested that the tutor’s efforts to stimulate active, constructive, self-directed and collaborative learning have a positive impact on the success of PBL tutorials [3,5].”
Background
Flagged first, then by citations
Cited by
Sorted by citations
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473 · see citing works
Okoye, H. C., Meka, I. A., Ugwu, A. O., Yahaya, I. A., Otokunefor, O., Ojo, O. O., & Ugwu, E. O. (2019) · Pan African Medical Journal · doi:10.11604/pamj.2019.33.311.19169 · Cited by 14 · see citing works
“The PBL is a student-centered learning method first introduced in Canada half a decade ago and involving critical thinking in order to solve problems aimed at empowering students to take more responsibility for their learning while increasing their motivation and sense of accomplishment [3,4].”
BackgroundKhusaini, K., Lestari, S., & Agustin, N. A. (2018) · Dinamika Pendidikan · doi:10.15294/dp.v13i2.16634 · Cited by 13 · see citing works
“The teacher is very helpful in developing students’ abilities in the learning process, as expressed by Lin, Huang, Lai, Yen, & Tsai (2009) teachers who have teaching competenINTrODuCTION”
BackgroundProblem-based learning in medical degree teaching: a scoping reviewPreprint
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2021) · Research Square · doi:10.21203/rs.3.rs-514038/v1 · Cited by 3 · see citing works
Perceptions of Students about Problem Based Learning at the College Level in Faisalabad
Ali, S., Aslam, S., Qayyum, A., Hina, H., Nasir, H., Saleem, R., Khan, S. I., Manzoor, A., & Nawaz, N. (2023) · Journal of Education and Social Studies · doi:10.52223/jess.20234111 · Cited by 1 · see citing works
“…is possible and feasible at the same time, however, the methodological procedure of PBL was perceived as composite to plan and execute requiring a high number of resources and large effort from the teachers (Grkovic, 2005; Salinas-Sánchez et al., 2005; BoschBarrera, 2015; Lin et al., 2009).”
Problem-Based Learning of Food Hygiene in Higher University of Traditional Chinese Medicine
Xia, D. (2013) · Lecture notes in electrical engineering · doi:10.1007/978-94-007-7618-0_196
- Authors
- Lin, Y., Huang, Y., Lai, C., Yen, J., & Tsai, W.
- Affiliations
- Kaohsiung Medical University (TW)
- Venue
- The Kaohsiung Journal of Medical Sciences
- Publisher
- Wiley
- Published
- 2009-05
- Volume
- 25
- Issue
- 5
- Pages
- 264-270
- ISSN
- 1607-551X (ISSN-L)
- 2410-8650
- PMC
- PMC11917691
- OpenAlex
- W1991282306
- Cited by
- 6
- References
- 4
- Citations by year
- 2023: 1 · 2022: 1 · 2021: 1 · 2019: 1 · 2018: 1 · 2013: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- The Kaohsiung Journal of Medical Sciences (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
- Keywords
- problem-based learning, medical curriculum reform, PBL tutors, tutor training, faculty development
- MeSH terms
- Curriculum, Education, Medical, Humans, Schools, Medical, Taiwan, Teaching, Problem-Based Learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
