Satisfaction with and suitability of the problem-based learning program at the Catholic University of Korea College of Medicine
Open accessAbstract
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.
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In 9 studies the overall satisfaction scores for the PBL program were neutral or negative.
“but in 9 studies the overall satisfaction scores for the PBL program were neutral [76, 111–116] or negative [117, 118].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [115]
In comparison with student satisfaction, tutor satisfaction results are more neutral.
“In comparison with the satisfaction of the students, here the results are more neutral [112, 113, 115, 120, 121]”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [115]
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- Authors
- Yoo, D. M., Cho, A. R., & Kim, S.
- Affiliations
- Catholic University of Korea (KR)
- Corresponding author
- Kim, Sun
- Venue
- Journal of Educational Evaluation for Health Professions
- Published
- 2019-07-19
- Volume
- 16
- Pages
- 20
- ISSN
- 1738-1339 (ISSN-L)
- 1975-5937
- PMC
- PMC6702123
- OpenAlex
- W2963887806
- Cited by
- 12
- References
- 8
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2022: 3 · 2021: 4 · 2020: 1
- FWCI
- 5.40
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Educational Evaluation for Health Professions (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- 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 education, student satisfaction, teacher perceptions, PBL tutors, student motivation
- MeSH terms
- Awareness, Curriculum, Education, Medical, Undergraduate, Faculty, Medical, Humans, Personal Satisfaction, Surveys and Questionnaires, Students, Medical, Teaching, Problem-Based Learning
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