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Korean J Med Educ > Volume 16(2); 2004 > Article
Korean Journal of Medical Education 2004;16(2): 179-193. doi: https://doi.org/10.3946/kjme.2004.16.2.179
학생반응으로 살펴본 문제바탕학습 교육과정의 질적 평가
김주희1, 김지영1, 손희정2, 최윤호2, 홍경표2, 안병헌2, 엄대용2, 진영은3, 서정돈2
1성균관대학교 의과대학 의학교육실
2성균관대학교 의과대학 의학과
3성균관대학교 사범대학 교육학과
A Qualitative Evaluation of Problem-Based Learning Curriculum by Students' Perceptions
Ju-Hui Kim1, Ji Young Kim1, Hee Jung Son2, Yoon-Ho Choi2, Kyung-Pyo Hong2, Byung-Heon Ahn2, Dae-Yong Uhm2, Young Eun Chin3, Jung-Don Seo2
1Office of Medical Education, Sungkyunkwan University School of Medicine, Seoul, Korea.
2Department of Medicine, Sungkyunkwan University School of Medicine, Seoul, Korea.
3Department of Education, Sungkyunkwan University School of Medicine, Seoul, Korea.
Corresponding Author: Yoon-Ho Choi, Tel: 02)3410-3861, Fax: 02)3410-0388, Email: choismc@samsung.co.kr
ABSTRACT
PURPOSE: Recently established in 1997, Sungkyunkwan University School of Medicine was the first medical school in Korea to adopt problem-based learning (PBL) as a core curriculum from the very beginning. The purpose of this study was to evaluate the PBL curriculum from the viewpoint of the medical students. METHODS: This study used a qualitative approach to understand students' perceptions of the positive aspects of PBL. A total of 22 second-year medical students at Sungkynkwan medical school were surveyed. Student perceptions were obtained from questionnaires and face-to-face interviews. The interview was designed to evoke more personal and in-depth responses. RESULTS: Students' perceptions of the effects of PBL were found to be very favorable. Most students showed positive responses on the issues of more active learning attitude, self-directed learning, motivation to study, improved problem solving, and integrated learning. CONCLUSION: The results of this study demonstrated that the students had a good understanding of PBL and experienced its positive aspects of PBL approach. It might be concluded that PBL was successfully implemented into the curriculum and specific and expected effects of PBL accomplished.
Keywords: Problem-based learning;Curriculum;Evaluation
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