Korean Journal of Medical Education

"Problem-based learning"

Original Research

Enhancing medical student training during psychiatry clerkship through a school-based mental health approach: a qualitative study: Sylas Sebastian Neela Sekhar, Tan Ming Gui, Nicholas Pang Tze Ping, Koh Yunn Min; Korean J Med Educ 2025;37(2):133-142.
Published online May 29, 2025; DOI: https://doi.org/10.3946/kjme.2025.330

Abstract
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Purpose
This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students’ competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.
Methods
The study utilized convenience sampling to select 32 medical students from the 2023–2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60–90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.
Results
Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.
Conclusion
The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.

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Practical application and evaluation of an integrated training pathway for mental health literacy and clinical communication skills for undergraduate dental students based on simulation-based training
Yao Wang, Lanlan Ye, Meiqin Zhou, Xi Chen
Frontiers in Medicine.2026;[Epub] CrossRef
Effectiveness of AI-enhanced virtual patients for psychiatric interview training in health professions education: a meta-analysis
Senay Kilincel, Furkan Bulut, Pelin Goksel, Mirac Baris Usta, Tuba Mutluer, Oguzhan Kilincel
Frontiers in Medicine.2026;[Epub] CrossRef

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Medical education in an Asian context

From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience: Sofiah Hanis Ahmad Hisham, Siti Nurma Hanim Hadie, Fazlina Kasim, Shamsi Amalina Shamsuddin; Korean J Med Educ 2024;36(4):435-443.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.315

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The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students’ understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.

Citations

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A global overview of anatomical science education and its present and future role in biomedical curricula
Michael Hortsch, Virginia Claudia Carneiro Girão‐Carmona, Ana Caroline Rocha de Melo Leite, Ilias P. Nikas, Margaret K. Gatumu, Nii Koney‐Kwaku Koney, Benjamin Arko‐Boham, Doris George Yohannan, Aswathy Maria Oommen, Yan Li, Jian Yang, Alexandra F. Trollo
Anatomical Sciences Education.2026; 19(1): 5. CrossRef
Medical students’ perceptions of anatomy teaching resources and their impact on learning outcomes: Insights from a private medical university in Malaysia
Sambhram Samdeshi, Krishna Chaitanya Reddy Dandala, Thirupathirao Vishnumukkala, Prarthana Kalerammana Gopalakrishna, Gandrakota Ravindranadh, Mohammad Yusuf Bin Abdul Latif, Sowmya Ramakrishnappa, Saravanan Jagadeesan, Che Mohd Nasril Che Mohd Nassir, Sr
Translational Research in Anatomy.2026; 42: 100454. CrossRef
From pandemic to earthquakes: crisis-driven challenges in distance anatomy education
Asli Beril Karakas
BMC Medical Education.2025;[Epub] CrossRef

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3 Scopus

Original Research

Piloting a constructive feedback model for problem-based learning in medical education: Dwiretno Pangastuti, Natalia Widiasih, Diantha Soemantri; Korean J Med Educ 2022;34(2):131-143.
Published online May 31, 2022; DOI: https://doi.org/10.3946/kjme.2022.225

Abstract
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Purpose
Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.
Methods
This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.
Results
Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.
Conclusion
The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.

Citations

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Student perceptions of a tutorial-based model for early clinical-humanities integration: a cross-sectional study
Yan Wu, Ji Shu, Xiaoqing Li, Yixin Zhang, Yuhang Zhu, Wen Li, Xiangrong Xu, Jingyi Li
Frontiers in Medicine.2026;[Epub] CrossRef
A Influência do Feedback Formativo no Desenvolvimento da Autorregulação da Aprendizagem na Formação Médica
Helayni Cristina de Oliveira da Cunha Hartuique, Caroline Lima Garcia, Ather Barbosa Figueiredo, Valdo Souza Araújo, Mariana de Araújo Rocha, Lygia Miranda de Carvalho, Gisele da Silva Pereira Gusso, Higson Rodrigues Coelho
Saúde Coletiva (Barueri).2025; 15(94): 15399. CrossRef
Exploring the Impact of Microteaching in Strengthening Feedback Quality in Medical Education Delivery
Saurabh RamBihariLal Shrivastava, Prateek Sudhakar Bobhate, Gulshan Bandre
Indian Journal of Otology.2025; 31(1): 67. CrossRef
PBL-based online-offline hybrid teaching in nursing education: enhancing self-regulated learning and teaching effectiveness in China
Xiaoyan Feng, Ying Zhou, Bizhen Liao
Frontiers in Medicine.2025;[Epub] CrossRef
Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content
Tovah Tripp, Ofelia Martinez, Margaret Dreker, Christopher Duffy, Miriam Hoffman
Medical Teacher.2024; 46(8): 1060. CrossRef
Employing students’ evaluations and tutors’ perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University
Ahlam Barnawi, Ahmed M. Sonbol, Lana Al-Shawwa, Alwalla Abulaban, Khalil Asiri, Abdulaziz Bagasi, Reem Alafari, Aliaa Amr Alamoudi
BMC Medical Education.2024;[Epub] CrossRef
Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
Korean Journal of Medical Education.2023; 35(1): 71. CrossRef

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9 Scopus

Experience of development and management of interprofessional education courses: a case study of an IPE center CHA IPE Bridge: Jaijeong Choi; Korean J Med Educ 2021;33(2):107-114.
Published online May 26, 2021; DOI: https://doi.org/10.3946/kjme.2021.192

Abstract
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Purpose
Since the World Health Organization began recommending interprofessional education (IPE) in 2007, it has been applied to all fields of health care related education worldwide. There is an emerging need for IPE in Korea in the context of developing strategies for continuous quality control and improvement of medical services in hospitals and especially avoidance of patient safety. However, despite its importance and necessity, IPE in Korea appears to remain in its starting stage. The aim of this study is to introduce “CHA IPE Bridge”, a center for IPE that was established CHA University in Korea in 2018.
Methods
According to the subject and purpose of this study, I have to conduct a “case study” with “literature search” as a basic research method. After conducting a literature (books and articles) & websites search on the history and trends of IPE in the world and the current status of IPE in Korea, I intend to examine the status and meaning of the CHA IPE Bridge based on those backgrounds.
Results
According to Harden’s 11 steps of IPE, IPE courses and programs developed CHA IPE Bridge have reached the level of “multidisciplinary'” belonging to the ninth step. In fact, few cases in Korea have achieved that level of IPE. Furthermore, CHA IPE Bridge develops IPE courses that go beyond the range of doctors and nurses to other occupations related to the field of health care. In view of such differences, the introduction of CHA IPE Bridge is expected to provide a positive stimulus to other universities in Korea.
Conclusion
The greatest achievement of this study is that the CHA IPE Bridge’s status in the field of domestic and international medical education and its positive impact has been revealed. Although this case only shows examples of the development and operation of IPE programs at the undergraduate level, it can be seen that even in Korea, if the operation strategy is well established, the application of IPE is never impossible.

Citations

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Analyzing readiness for interprofessional education among health program students using hierarchical clustering
Florian Spada, Rosario Caruso, Ippolito Notarnicola, Silvia Belloni, Maddalena De Maria, Arianna Magon, Gianluca Conte, Emanuela Prendi, Xhesika Pata, Blerina Duka, Gennaro Rocco, Alessandro Stievano
Journal of Interprofessional Care.2025; 39(3): 391. CrossRef
Interprofessional Education in Nursing: Current Status and Student Readiness
Seuk Oh, Chaeeun Jeong, Seungheon Jang, Songwhi Noh, Jina Choo
Korean Medical Education Review.2025; 27(Suppl1): S31. CrossRef
Interprofessional Education Collaboration between Chung Ang Medical School and Sungshin Nursing School
Young Ju Kim
Korean Medical Education Review.2024; 26(2): 108. CrossRef
The Past, Present, and Future of Interprofessional Education in Medical Education in South Korea
Yon Chul Park, Sangmi T. Lee, Kyung Hye Park
Korean Medical Education Review.2024; 26(2): 83. CrossRef
The Current Status and Needs Analysis of Interprofessional Education in Korean Medical Colleges
Kwi Hwa Park, Ji Hye Yu, Bo Young Yoon, Dong Hyeon Lee, Seung Hee Lee, Jai-jeong Choi, Kyung Hye Park
Korean Medical Education Review.2022; 24(2): 141. CrossRef

5,822 View
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2 Scopus

Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students: Mona Mohamed Ibrahim Abdalla, Mahmoud Said Abdelal, Siew Choo Soon; Korean J Med Educ 2019;31(1):11-18.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.114

Abstract
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Purpose
This study aimed to assess the degree of acceptance of problem-based learning (PBL) among phase one medical students and its association with academic self-concept (ASC) and internal locus of control (ILOC).
Methods
A 5-point Likert scale valid and reliable questionnaire assessing the attitude towards PBL, ASC, and ILOC was given to phase one medical students at MAHSA University. Data were analysed using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
Results
Out of 255 participants, there were 84 males and 171 females, 175 Malaysians and 80 non-Malaysians. The results showed an overall acceptance of PBL with a mean of 3.7±0.07, ASC of 3.5±0.05 and ILOC of 2.9±0.05. Females showed a higher significant acceptance of PBL, ASC, and ILOC as compared with males. There was no difference between Malaysians and non-Malaysians in any of the variables measured. Simple regression analysis revealed a significant predictive effect of acceptance of PBL on ASC and ILOC (r=0.44 and r=0.88, respectively).
Conclusion
The higher the acceptance of PBL among students, the higher is the ASC and ILOC. This reflects the importance of PBL as a teaching method as well as the importance of increasing the level of appreciation of PBL amongst students.

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Learner agency in a problem-based learning curriculum: A qualitative study on perspectives of undergraduate dental students
Nidhi Gupta, Sruthi Sunil, Kamran Ali, Trine Fink, Xiangyun Du, Ipek Gonullu
PLOS One.2026; 21(3): e0346079. CrossRef
The Effect of Adolescents’ Critical Thinking Dispositions and Perceptions of External Locus of Control on Their Attitudes Towards School
Kenan Çiftçi, Yunus Tunç, Eda Gülbetekin
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A PBL strategy for incorporating 3D cell culture into the classrooms of undergraduate biotechnology engineering students
Martin Garcia-Gonzalez, Karen Ivana Caro-Felix, Diana Priscila Bonilla-Ruelas, Alan Maximiliano Cortes-Limon, Ana Cecilia Luque-Badillo, Mauricio Andrés Salinas-Santander, Danielle Annette Orozco-Nunnelly, Juan Pablo Aguilar-Aleman, Claudia Lisette Charle
Research in Science & Technological Education.2025; 43(4): 1167. CrossRef
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Ashraf Sadat Ahadzadeh, Shin Ling Wu, Fon Sim Ong, Ruolan Deng, Kam-Fong Lee
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Tracey A. H. Taylor, Suzan Kamel-ElSayed, James F. Grogan, Inaya Hajj Hussein, Sarah Lerchenfeldt, Changiz Mohiyeddini
Frontiers in Psychology.2022;[Epub] CrossRef

7,947 View
218 Download
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5 Scopus

Implementation of problem-based learning in medical education in Korea: Sanghee Yeo, Bong Hyun Chang; Korean J Med Educ 2017;29(4):271-282.
Published online November 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.73

Abstract
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Purpose
This study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school.
Methods
For this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers.
Results
Of the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL.
Conclusion
PBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.

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Effectiveness of Problem-Based Learning (PBL) in specialist physician training for kidney transplantation
Chen Gao, Jiyuan Li, Kankan Shui, Xubiao Xie, Longkai Peng
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Effects of extended problem-based learning interventions on undergraduate nursing education: A systematic review
Xingling Liu, Houqiang Huang, Kechen Liu
Nurse Education Today.2026; 167: 107255. CrossRef
Assessment of Problem-Based Learning Acceptance and Associated Factors Among School of Nursing Students at Wachemo University, Central Ethiopia
Asnakech Zekiwos Heliso, Getachaw Ossabo Babore, Taye Mezgebu Ashine, Bethlehem Birhanu, Bereket Hegeno Anose, Sentayehu Admasu Saliya, Elias Ezo Ereta, Awoka Girma Hailu
SAGE Open Nursing.2025;[Epub] CrossRef
Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study
Ali Mohammed, Robel Zegeye, Hikma Dawed, Yenuse Tessema
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Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013–2022)
Jéssica de Andrade Gomes, Luiza Amara Maciel Braga, Bernardo Pereira Cabral, Renato Matos Lopes, Fabio Batista Mota
Medical Science Educator.2024; 34(3): 551. CrossRef
Barriers to implementing problem-based learning at the school of medicine of Debre Berhan University, Ethiopia
Aklile Semu Tefera, Ermiyas Endewunet Melaku, Besufekad Mulugeta Urgie, Erzik Muhammed Hassen, Tilahun Deresse Tamene, Enguday Demeke Gebeyaw
BMC Medical Education.2024;[Epub] CrossRef
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Feng Li, Jing Luo, Hua Zhang
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Xiuwen Chen, Yao Xiao, Yunhui You, Jianxi Zhu, Shiqing Liu, Huiqiong Chen, Hong Zhu, Barbara T Rumain
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Friedemann Strobel, Tina Histing, Tim Pohlemann, Antonius Pizanis, Benedikt Johannes Braun, Marcel Orth, Tobias Fritz
Der Unfallchirurg.2022; 125(3): 219. CrossRef
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Chan Choong Foong, An Jie Lye, Che Rafidah Aziz, Wei-Han Hong, Vinod Pallath, Jessica Grace Cockburn, Siti Nurjawahir Rosli, Kuhan Krishnan, Prahaladhan Sivalingam, Noor Filzati Zulkepli, Jamuna Vadivelu
The Asia Pacific Scholar.2022; 7(1): 33. CrossRef
Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training
Tingting Li, Weidong Wang, Zhijie Li, Hongmiao Wang, Xiaodan Liu
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Manahel A. Almulhem, Jwaher A. Almulhem
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Jin-Sun Choi, Soo-Myoung Bae, Sun-Jung Shin, Bo-Mi Shin, Hyo-Jin Lee
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Zhou-Wei Xu, Na-Na Liu, Jian-Lin Zhang, Xue-Sheng Wu, Jia Chen, Jia-Wei Chang, Bai-Cheng Ding, Yu-Nuo Wu, Jia-Peng Wang, Wei-Dong Chen, Xing-Yu Wang
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Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
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Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?
Endang Lestari, Renée E. Stalmeijer, Doni Widyandana, Albert Scherpbier
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Hyung Keun Lee
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Exploring the pros and cons of mechanistic case diagrams for problem-based learning: Minjeong Kim, Bong Jin Kang; Korean J Med Educ 2017;29(3):153-163.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.61

Abstract
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Purpose
Mechanistic case diagram (MCD) was recommended for increasing the depth of understanding of disease, but with few articles on its specific methods. We address the experience of making MCD in the fullest depth to identify the pros and cons of using MCDs in such ways. Methods: During problem-based learning, we gave guidelines of MCD for its mechanistic exploration from subcellular processes to clinical features, being laid out in as much detail as possible. To understand the students’ attitudes and depth of study using MCDs, we analyzed the results of a questionnaire in an open format about experiencing MCDs and examined the resulting products. Results: Through the responses to questionnaire, we found several favorable outcomes, major of which was deeper insight and comprehensive understanding of disease facilitated by the process of making well-organized diagram. The main disadvantages of these guidelines were the feeling of too much workload and difficulty of finding mechanisms. Students gave suggestions to overcome these problems: cautious reading of comprehensive texts, additional guidance from staff about depth and focus of mechanisms, and cooperative group work. From the analysis of maps, we recognized there should be allowance of diversities in the appearance of maps and many hypothetical connections, which could be related to an insufficient understanding of mechanisms in nature. Conclusion: The more detailed an MCD task is, the better students can become acquainted with deep knowledges. However, this advantage should be balanced by the results that there are many ensuing difficulties for the work and deliberate help plans should be prepared.

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Investigating the validity of web-enabled mechanistic case diagramming scores to assess students’ integration of foundational and clinical sciences
Kristi J. Ferguson, Clarence D. Kreiter, Ellen Franklin, Thomas H. Haugen, Fred R. Dee
Advances in Health Sciences Education.2020; 25(3): 629. CrossRef

11,860 View
205 Download
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1 Scopus

Original Article

Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning: Hyunjung Ju, Ikseon Choi, Bo Young Yoon; Korean J Med Educ 2017;29(2):101-109.
Published online May 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.57

Abstract
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Purpose
Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students’ argumentation according to each phase of HDR in PBL. Methods: Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. Results: During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. Conclusion: The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students’ arguments in PBL, including promoting students’ comprehension of the structure of argumentation for HDR processes and questioning.

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Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning
Yasir Hassan Elhassan, Judith M. Sieben, S. Eleonore Köhler, Desirée Joosten-ten Brinke, Diana H. J. M. Dolmans
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From Bainbridge to bedside: applying automation insights to medical curriculum and assignment design in the artificial intelligence era
Sangzin Ahn
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What are students’ argumentation levels and the effect of argumentation, during HDR process in PBL, on their academic achievements in biochemistry education?
Tuğçe Günter
Journal of Biological Education.2024; 58(5): 1065. CrossRef
Argümantasyonla Desteklenmiş PDÖ Yaklaşımında HDR Modeli Kullanılarak Geliştirilen Senaryolarla İlgili Öğrenci Görüşleri Nelerdir?: Nöroendokrin
Tuğçe Günter
Journal of Higher Education and Science.2024; 14(2): 366. CrossRef
La argumentación en la enseñanza de las ciencias médicas
Andrea Catalina Nassar Tobón
EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje.2023; 11(3): 251. CrossRef
Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review
Athena Li, Elif Bilgic, Amy Keuhl, Matthew Sibbald
BMC Medical Education.2022;[Epub] CrossRef
Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning
Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
Korean Medical Education Review.2022; 24(2): 128. CrossRef
In-house Pre-medicine Trained Students: How Faculty Members Perceive Them?
Basir Abidin, Noor A Suliman, Tan C Hing
International Journal of Learning and Teaching.2019; : 164. CrossRef
The Benefits of Problem-Based Learning as Active Learning in Theoretical Physiology of Autonomic Nervous System Course for Medical Students
Behjat Seifi, Enayatollah Bakhshi, Alireza Imani, Sedigheh Najafipour, Azim Mirzazadeh
Strides in Development of Medical Education.2017;[Epub] CrossRef
Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning
Hyunjung Ju
Korean Medical Education Review.2017; 19(2): 101. CrossRef

10,878 View
199 Download
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7 Scopus

Using standardized patients versus video cases for representing clinical problems in problem-based learning: Bo Young Yoon, Ikseon Choi, Seokjin Choi, Tae-Hee Kim, Hyerin Roh, Byoung Doo Rhee, Jong-Tae Lee; Korean J Med Educ 2016;28(2):169-178.
Published online February 29, 2016; DOI: https://doi.org/10.3946/kjme.2016.24

Abstract
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Purpose
The quality of problem representation is critical for developing students’ problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students’ experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL.
Methods
A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients.
Results
The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation.
Conclusion
SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

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Enhancing Anatomy Education: A Case-based Learning Approach with Standardized Patients for Medical Undergraduates
Chunder Rajasri, Majumdar Sayantani, Banik Mousumi, Datta Rajarshi, Sarkar Arpita
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Mondeep Gayan, Sandeep Shrivastava, Kiran Sonowal, Amilee Gogoi, Hrishikesh Goswami, Prasenjit Pathak, Bhawesh Kumar
JMIR Formative Research.2026; 10: e78701. CrossRef
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11 Scopus

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea: Sanghee Yeo, Bong Hyun Chang; Korean J Med Educ 2016;28(1):9-16.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.4

Abstract
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Purpose
Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students’ perceptions and satisfaction levels of hybrid PBL.
Methods
The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students.
Results
As for the scores regarding students’ overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students’ preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively.
Conclusion
In order to increase students’ satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

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See Chai Carol Chan, Anjali Rajendra Gondhalekar, George Choa, Mohammed Ahmed Rashid
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Application and evaluation of the hybrid “Problem-Based Learning” model based on “Rain Classroom” in experimental courses of medical molecular biology
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Hyunjung Ju, Ikseon Choi, Bo Young Yoon
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8 Scopus

Case Report

Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia: Heethal Jaiprakash, Aung Ko Ko Min, Sarmishtha Ghosh; Korean J Med Educ 2016;28(1):123-125.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.18

Abstract
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This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001) and for group 2 was 0.305 (p<0.001). The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

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What factors enhance students’ achievement? A machine learning and interpretable methods approach
Hui Mao, Ribesh Khanal, ChengZhang Qu, HuaFeng Kong, TingYao Jiang, Musa Adekunle Ayanwale
PLOS One.2025; 20(5): e0323345. CrossRef
Problem-based learning in dentistry, implementation, and student perceptions
Jayashri Tamanna Nerali, Lahari Ajay Telang, Ajay Telang, Pishipati Vinayak Kalyan Chakravarthy
Saudi Journal of Oral Sciences.2020; 7(3): 194. CrossRef
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Basir Abidin, Noor A Suliman, Tan C Hing
International Journal of Learning and Teaching.2019; : 164. CrossRef
The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum
Jonas I. Addae, Pradeep Sahu, Bidyadhar Sa
Medical Education Online.2017; 22(1): 1270626. CrossRef

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3 Scopus

Original Article

The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning: Min-Jin Kim, Kyung-Pyo Park, Deog-Gyu Seo, Jung-Joon Ihm; Korean J Med Educ 2014;26(4):291-297.
Published online December 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.4.291

Abstract
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Purpose
The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL). Methods: A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test. Results: ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant. Conclusion: PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.

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Dental students’ Myers‐Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta‐analysis
Chenshuang Li, Niloufar Azami, Hugo Campos, Michael Chan, Anne Doan Van, Pamela Tisot, Susie Goolsby
Journal of Dental Education.2024; 88(12): 1652. CrossRef
Factors affecting pre‐doctoral dental students’ selection of advanced dental education: A cross‐sectional study
Jyoti Sonkar, Spencer Bense, Mohamed ElSalhy
Journal of Dental Education.2020; 84(12): 1388. CrossRef
The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course
Minsun Kim, Sangho Roh, Jungjoon Ihm
Korean Journal of Medical Education.2018; 30(4): 339. CrossRef
The Study of Personality Types between Pediatric and Other Dental Residents
Seokhun Jang, Sunah Kim, Okhyung Nam, Misun Kim, Sungchul Choi, Hyoseol Lee
THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2017; 44(3): 327. CrossRef
Is Dental Students’ Clinical Productivity Associated with Their Personality Profile?
Kristan D. Rodriguez, Joseph A. Bartoloni, William D. Hendricson
Journal of Dental Education.2017; 81(12): 1436. CrossRef
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Review of diverse research contents in this issue
Sun Kim
Korean Journal of Medical Education.2014; 26(4): 249. CrossRef

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Review

Review on the administration and effectiveness of team-based learning in medical education: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2013;25(4):271-277.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.271

Abstract
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Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

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Eunbyul Cho, Do-Eun Lee, Sang Yun Han, Jungtae Leem
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Ida Adhayanti, Sesilia Rante Pakadang
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Soon-Ok Kim, Mi-sook Kim
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Brief Communication

Effects of Problem-Based Learning by Learning Style in Medical Education: Su-Jin Chae; Korean J Med Educ 2012;24(4):347-351.
Published online December 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.4.347

Abstract
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PURPOSE
Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL.
METHODS
Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis.
RESULTS
By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL.
CONCLUSION
There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

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Su Jin Chae
Korean Journal of Medical Education.2021; 33(4): 405. CrossRef
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Ji Hye Yu, Su Jin Chae, Yoon-Sok Chung
Korean Journal of Medical Education.2018; 30(3): 237. CrossRef
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Sun Kim
Korean Journal of Medical Education.2012; 24(4): 279. CrossRef

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Original Article

Experience with Using Multiple Types of Visual Educational Tools during Problem-Based Learning: Bong Jin Kang; Korean J Med Educ 2012;24(2):127-139.
Published online June 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.2.127

Abstract
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PURPOSE
This study describes the experience of using multiple types of visual educational tools in the setting of problem-based learning (PBL). The author intends to demonstrate their roles in diverse and efficient ways of clinical reasoning and problem solving.
METHODS
Visual educational tools were introduced in a lecture that included their various types, possible benefits, and some examples. Each group made one mechanistic case diagram per week, and each student designed one diagnostic schema or therapeutic algorithm per week, based on their learning issues. The students were also told to provide commentary, which was intended to give insights into their truthfulness. Subsequently, the author administered a questionnaire about the usefulness and weakness of visual educational tools and the difficulties with performing the work. Also, the qualities of the products were assessed by the author.
RESULTS
There were many complaints about the adequacy of the introduction of visual educational tools, also revealed by the many initial inappropriate types of products. However, the exercise presentation in the first week improved the level of understanding regarding their purposes and the method of design. In general, students agreed on the benefits of their help in providing a deep understanding of the cases and the possibility of solving clinical problems efficiently. The commentary was helpful in evaluating the truthfulness of their efforts. Students gave suggestions for increasing the percentage of their scores, considering the efforts.
CONCLUSION
Using multiple types of visual educational tools during PBL can be useful in understanding the diverse routes of clinical reasoning and clinical features.

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Zienab Alrefaie, Rana Elbeshbeishy, Amer Almarabheh, Sarah Alnasser, Ayman Elsamanoudy
Social Sciences & Humanities Open.2026; 14: 103125. CrossRef
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Morkos Iskander
BMJ Simulation and Technology Enhanced Learning.2019; 5(3): 182. CrossRef
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Korean Journal of Medical Education.2012; 24(2): 85. CrossRef

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Impacts of Problem-Based Professionalism Course in Dental Education: Young A Ji, Min Kang Kim, Jae il Lee; Korean J Med Educ 2010;22(4):275-281.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.275

Abstract
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PURPOSE
This study explores the effects of a professionalism course based on problem-based learning (PBL) for 2nd year dental students on professional role concept and on ethical reasoning. It also investigates students' attitudes toward professionalism development program.
METHODS
The experimental group (n=36) participated in the 5-week professionalism course, which uses PBL approach while the control group (n=89) did not receive the professionalism instruction during the same period. The professionalism development program was implemented via discussions among students in small-group tutorial. Four professors, who served as group facilitators participated in faculty seminars before every tutorial. After each tutorial, students had to write essays on the cases they discussed in their groups. Both groups completed Professional Role Orientation Inventory and Defining Issue Test (KDIT) prior to and post intervention period. The experimental group also responded to questionnaires about the value of professionalism program.
RESULTS
Analysis of covariance indicated that the experimental group's responsibility score significantly improved (F=32.552, p<0.001) while their perception of agency decreased (F=29.510, p<0.001). The program had little influence on ethical reasoning measured by DIT. Twenty-eight students (78%) responded that they learned the value of other opinions. Seventy percent of the students responded that the course is worthwhile or very worthwhile.
CONCLUSION
The result reveals that students' professional role concept is associated with the learning experience in professionalism program based on PBL. Opportunities to think of professionalism in clinical situations improved students' sense of responsibility as dentist.

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Ja-Won Cho, Su-Hyun Shim
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Young-Mee Lee
Korean Journal of Medical Education.2010; 22(4): 247. CrossRef

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Short Communication

Implementation of a Problem-Based Learning Program Combined with Team-Based Learning: Kwi Hwa Park, Chul-Hyun Park, Wook-Jin Chung, Chan-Jong Yoo; Korean J Med Educ 2010;22(3):225-230.
Published online September 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.3.225

Abstract
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PURPOSE
The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine.
METHODS
The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students.
RESULTS
PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention.
CONCLUSION
Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.

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Su-Jeong Han
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Original Article

Analysis of Verbal Interactions in Problem-based Learning: Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim; Korean J Med Educ 2010;22(2):131-139.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.131

Abstract
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PURPOSE
Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting.
METHODS
Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups. Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type. The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions.
RESULTS
Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning. Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions.
CONCLUSION
To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.

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Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
Korean Medical Education Review.2022; 24(2): 128. CrossRef

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Crossref

Effects of Differences in Problem-Based Learning Course Length on Academic Motivation and Self-Directed Learning Readiness in Medical School Students: So Jung Yune, Sun Ju Im, Sun Hee Lee, Sun Yong Baek, Sang Yeoup Lee; Korean J Med Educ 2010;22(1):23-31.
Published online March 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.1.23

Abstract
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PURPOSE
Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS
The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS
PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION
Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

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Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
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Beag Ju Na, Keumho Lee, Kunil Kim, Daun Song, Yera Hur
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Su-Jin Chae
Korean Journal of Medical Education.2012; 24(4): 347. CrossRef

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Crossref

Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study: Kyong-Jee Kim, Chagnwon Kee; Korean J Med Educ 2009;21(4):385-391.
Published online December 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.4.385

Abstract
PDF

PURPOSE
This study aims to evaluate the effectiveness of a new teaching segment, named "problem-based clinical teaching," for the clinical clerkship in the undergraduate medical curriculum.
METHODS
Students were given a problem weekly on a case that they had seen during their rotation. The problem was provided by the instructor from a case that had already been diagnosed but came up with an additional problem that called for further investigation by the attending physician. The task for the students was to conduct the investigation and discuss the problem with the attending physician. A survey was conducted of a class of 3rd year medical students (n=43) who completed clerkships in internal medicine to measure the level of student engagement in the problem-based clinical teaching segment and the students' overall perceptions of this new teaching method.
RESULTS
Students generally agreed with the statements that they were actively engaged in the learning during the problem-based clinical teaching session. The students also perceived that this teaching session helped them acquire a deeper understanding of the knowledge and that it enhanced their problem solving skills and motivation.
CONCLUSION
Problem-based clinical teaching is a useful educational method to apply problem-based learning in clinical clerkship settings.

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Accreditation Standards for Designating Teaching Hospitals for Medical Students in Korea
Jonghoon Park, Youngchang Kim, Dongseok Moon, Kwihwa Park, Sujin Chae, Hyohyun Yoo, Ducksun Ahn
Korean Medical Education Review.2015; 17(1): 15. CrossRef

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Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning: Jung Ae Rhee, Eun Kyung Chung, Sun A Oh, Yung Hong Baik, Young Jong Woo; Korean J Med Educ 2009;21(2):153-161.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.153

Abstract
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PURPOSE
Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning. Self-regulation (SR) is the ability and willingness to effectively use and monitor cognitive strategies. Problem-based learning (PBL) emphasizes meaningful learning through solving ill-structured problems. PBL, as a constructivist learning environment, affects students' epistemological beliefs (EBs) and self-regulation learning (SRL). The purpose of this study was to investigate the change in EBs and SRL between pre- and post-PBL.
METHODS
The subjects were 123 third-year medical students who attended Chonnam National University Medical School (CNUMS), Korea. Participants had to fill out a questionnaire concerning epistemological beliefs and self-regulated learning before and after PBL.
RESULTS
Students' EBs about rigid learning was positively changed; however, certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. Students' SRL related to self-efficacy and self-regulation was significantly improved in PBL. There was no significant change with regard to internal value, cognitive strategy, and anxiety.
CONCLUSION
EBs on certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. This result may be due to other leaning environments besides PBL i.e., the lecture-based objective learning environment of medical school. It is suggested that partial PBL cannot fully change students' EBs to higher levels. Students' SR about self-efficacy and self-regulation was significantly improved in PBL. The characteristics of PBL: small-group discussion and co-operative team activity, as well as students-centered learning environments, facilitate self-efficacy, and self-regulation.

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The relationship between medical students’ epistemological beliefs and achievement on a clinical performance examination
Sun-A Oh, Eun-Kyung Chung, Eui-Ryoung Han, Young-Jong Woo, Deiter Kevin
Korean Journal of Medical Education.2016; 28(1): 29. CrossRef
Medical Students’ General Beliefs about Their Learning
Jaehyun Park
Korean Medical Education Review.2012; 14(2): 64. CrossRef
Analysis of Verbal Interactions in Problem-based Learning
Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim
Korean Journal of Medical Education.2010; 22(2): 131. CrossRef

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Brief Communication

Students' Response to the Questionnaire about the Usefulness of Concept Maps for Problem-Based Learning and the Forms of Concept Maps: Bong Jin Kang, Seok Kon Kim; Korean J Med Educ 2009;21(1):67-74.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.67

Abstract
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PURPOSE
Concept maps have been studied and used in diverse ways in scientific fields. This study aimed to investigate the usefulness and limitations of using concept maps during problem-based learning (PBL) in Year 3 medical students.
METHODS
After each PBL module, we gathered concept maps from each pair of students and questionnaires about the usefulness and limitations of concept maps, and analyzed them.
RESULTS
There were two types of concept maps, with some modifications. The students felt that concept maps provided overall understanding, analysis, and reorganization of problem cases. But, they also criticized shortage of disciplines related to drawing skills and rationales for each type of map. A strong need for expert maps and feedback for students resulted.
CONCLUSION
For optimal use of concept maps, we recommend that the committee implements a plan to teach drawing skills, explains rationales for each type of map, and gives feedback to students.

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Combining expert K-maps with cued recall to improve students’ conceptions of learning science: a quasi-experimental study
Xiuting Li, Ying Zhou, Jyh-Chong Liang, Yu Wang
International Journal of Science Education.2025; : 1. CrossRef

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Student's Evaluation of Problem-Based Learning Curriculum in Medical School: Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park; Korean J Med Educ 2008;20(3):259-264.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.259

Abstract
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PURPOSE
Konkuk medical school has tried to improve its problem-based learning (PBL) curriculum. In this study, we evaluated the serial changes of student satisfaction of this PBL curriculum. METHODS: Student satisfaction for the PBL curriculum was assessed using the same questionnaire for 3 years, from 2005 to 2007. Twenty individual questions were classified into five categories: individual learning, group learning, tutoring, module, and learning environment. Scores of the individual items and categories were compared.
RESULTS
For the first 3 years after the introduction of a graduate medical school, scores for the individual learning, group learning, and tutoring categories were higher those for the module and learning environment categories. Satisfaction of the learning environment, however, gradually improved. CONCLUSION: In general, satisfaction of the PBL curriculum was good for the first 3 years after the introduction of the graduate medical school. However, further investment in improving the PBL module and learning environments was necessary for the success of the PBL curriculum.

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Kwang Ho Mun, Kyo Cheol Mun
Korean Journal of Medical Education.2017; 29(4): 263. CrossRef
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Family and Environment Research.2013; 51(1): 27. CrossRef
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Original Article

Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicine: Wan Beom Park, Hong Bin Kim, Nam Joong Kim, Myoung-don Oh, Kang Won Choe, Yoon Sung Lee, Jwa-Seop Shin; Korean J Med Educ 2007;19(1):13-21.
Published online March 31, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.1.13

Abstract
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PURPOSE
The purpose of this study is to develop a course to teach through problem-based learning the use of antibiotics during an internal medicine clerkship, and to evaluate the responses of students to it.
METHODS
The course was designed to teach third-year medical students how to prescribe antibiotics to be given to real patients. A qualitative evaluation for the modified problem-based learning was performed by tutor's observation and focus group interview, and a quantitative evaluation by questionnaires before and after the course.
RESULTS
Seventy-nine students experienced the modified problem-based learning during the infectious disease section of an internal medicine clerkship. Most students participated actively and gave a positive evaluation expressing a need for problem-based learning on prescribing antibiotics. The course significantly increased the students' self-confidence in both approaching patients and prescribing antibiotics.
CONCLUSION
Modified problem-based learning is a useful educational tool in clinical clerkship.

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Overview of Antibiotic Use in Korea
Baek-Nam Kim
Infection & Chemotherapy.2012; 44(4): 250. CrossRef
Relationships between Cognitive and Learning Styles of Premedical Students
Sowon Ahn, Mira Kim, Ducksun Ahn
Korean Journal of Medical Education.2010; 22(1): 7. CrossRef
Integrating Problem-Based Learning into Clinical Clerkship: A Pilot Study
Kyong-Jee Kim, Chagnwon Kee
Korean Journal of Medical Education.1970; 21(4): 385. CrossRef

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A Study of Comparison between Moral Sensitivity and Reasoning in Medical Students: Ji Hye Lee, Yong Lin Moon, Ji Young Kim, Hee Jung Son, Kyung Pyo Hong; Korean J Med Educ 2006;18(1):41-53.
Published online April 30, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.1.41

Abstract
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PURPOSE
The purpose of this study is to investigate the trends and traits of moral sensitivity and reasoning over six years of medical school.
METHODS
The participants in this study consisted of 217 first to sixth-year medical students of Sungkyunkwan University School of Medicine in Korea. Essay type questionnaire was used for evaluating moral sensitivity and the Korean-Defining Issues Test (KDIT) was used for evaluating moral reasoning.
RESULTS
It was found that the medical students' sensitivity of 'public welfare', 'prospective result' and 'role-taking as a doctor' was significantly higher than that of the pre-medical students'. Moral sensitivity increased in the 3rd and the 4th years but decreased in the 5th and the 6th years. Moral reasoning decreased in the 3rd and the 4th years but increased in the 5th and the 6th years. No correlation was observed between moral sensitivity and reasoning(r=0.033). Developmental trends of moral sensitivity and reasoning showed a significant difference in terms of year of medical school.
CONCLUSION
The results suggest that medical school curriculum tends to impct students' moral sensitivity. This school has implemented the problem-based learning curriculum into the 3rd and the 4th years. It is necessary to consider the developmental state of the student's morality when developing an effective medical ethics program.

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Development of AI Ethics Education Model Based on Dilemma Discussion
Eungyeong Kim, Youngjun Lee
The Journal of Korean Association of Computer Education.2024; 27(5): 47. CrossRef
Establishment of a Cohort at Chosun University College of Medicine for Social Accountability
Hyoseon Choi, Youngjon Kim, Hyo Hyun Yoo
Korean Medical Education Review.2023; 25(2): 132. CrossRef
Cheating behaviors and related factors at a Korean dental school
Jinwoo Choi
Korean Journal of Medical Education.2019; 31(3): 239. CrossRef
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Sohee Eom, Suk-Sun Kim
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Mihyun Park, Diane Kjervik, Jamie Crandell, Marilyn H Oermann
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Educational Implication of Peer Evaluation in Problem-based Learning: Ji Young Kim, Hee Jung Son, Ji Hye Lee, Ju Hui Kim, Kyung Pyo Hong; Korean J Med Educ 2005;17(3):275-284.
Published online December 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.3.275

Abstract
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PURPOSE
This study aimed to inquire into the educational implication of peer evaluation in PBL in relation to the evaluation system. METHODS: 89 third and fourth-year medical students in PBL courses participated in this study. Descriptive statistics analysis and correlation analysis were performed. RESULTS: Based on the results of the interviews with all the forth-year students, the feedback method of peer evaluation was modified and the peer evaluation sheet was revised. On the new peer evaluation system, the percentages of indiscriminant scores were significantly lower than those on the previous system. Peer evaluation on the new evaluation system was positively related to tutor evaluation, written examination, and quizzes. Correlations between the peer evaluation scores each units were higher than those of the tutor evaluation scores. All third-year students within the bottom ten percent on the peer evaluation score failed to successfully complete that year. CONCLUSION: The peer evaluation with feedback based on faculty counseling and a user-friendly evaluation sheet can be used as an effective method for assessing student performance in PBL and to screen for maladjusted students.

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Jeong-Jun Jo, Seong-Woo Kang, Seung-Joon Lee, Soo-Jung Jung, Jae-Ho Lee
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Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
Kyong-Min Park, Kye-Yeung Park, Nam-Eun Kim, Bong-Kyung Seo, Hoon-Ki Park, Hwan-Sik Hwang
Korean Journal of Family Medicine.2018; 39(1): 23. CrossRef
Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
Peer assessment of small-group presentations by medical students and its implications
Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi
Korean Journal of Medical Education.2014; 26(1): 31. CrossRef
Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

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Does Tutor Evaluation in the PBL Course Assess Different Aspects of Learning from What Written Examination Assesses?: Ji Young Kim, Hee Jung Son, Ju Hui Kim, Kyung Pyo Hong; Korean J Med Educ 2005;17(1):37-47.
Published online April 30, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.1.37

Abstract
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PURPOSE
This study was aimed to examine whether tutor evaluation in the PBL course assesses different aspects of learning from what written examination assesses. METHODS: 89 medical students were assessed by Self-Directed Learning Readiness Scale (SDLRS) and Learning Orientation Scale (LOS) in March 2004. Their tutor evaluation and written examination scores in the 1st semester of 2004 PBL units were collected in August 2004. Data analyses were conducted using t-test, correlation analysis, and linear regression.
RESULTS
SDLRS scores were significantly correlated with tutor evaluation scores, but not with written examination scores. Both schoolwork orientation and academic orientation scores on LOS were significantly associated with tutor evaluation and written examination scores. Tutor evaluation scores were explained significantly by all predictors, such as SDLRS, schoolwork orientation, and academic orientation scores. However, written examination scores were explained significantly by academic orientation only. CONCLUSIONS: Tutor evaluation in the PBL assessed student self-directed learning readiness and academic orientation, but written examination did not. The findings show a crucial possibility that tutor evaluation may overcome shortcomings of the written examination.

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Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning
Sejin Kim, Minjeong Kim, Seom Gim Kong, Ho Joong Jeong
Korean Medical Education Review.2022; 24(2): 128. CrossRef
Medical Students' Goals, Methods and Opinions on Self-directed Learning and Analysis of Self-assessment
Jungwon Huh, Jaejin Han, Hyunjung Im
Korean Journal of Medical Education.2008; 20(2): 123. CrossRef

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A Qualitative Evaluation of Problem-Based Learning Curriculum by Students' Perceptions: Ju-Hui Kim, Ji Young Kim, Hee Jung Son, Yoon-Ho Choi, Kyung-Pyo Hong, Byung-Heon Ahn, Dae-Yong Uhm, Young Eun Chin, Jung-Don Seo; Korean J Med Educ 2004;16(2):179-193.
Published online August 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.2.179

Abstract
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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.

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Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning
Hyunjung Ju
Korean Medical Education Review.2017; 19(2): 101. CrossRef
Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
Students' Satisfaction and Perception of Problem Based Learning Evaluated by Questionnaire
Min Jeong Kim
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Stereotactic body radiation therapy for inoperable hepatocellular carcinoma as a local salvage treatment after incomplete transarterial chemoembolization
Jin‐Kyu Kang, Mi‐Sook Kim, Chul Koo Cho, Kwang Mo Yang, Hyung Jun Yoo, Jin Ho Kim, Sun Hyun Bae, Da Hoon Jung, Kum Bae Kim,, Dong Han Lee, Chul Ju Han, Jin Kim, Su Cheol Park, Young Han Kim
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Analysis of Verbal Interactions in Problem-based Learning
Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim
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'Global Citizenship' Course in Premedical Year Development and Outcome of Manner Program for Future Physicians: Chung Ah Kim, Bok Kyu Kwon, Gwi Hwa Park, Yoon Myung Yim, Yong Il Kim; Korean J Med Educ 2002;14(2):185-194.; DOI: https://doi.org/10.3946/kjme.2002.14.2.185

Abstract
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PURPOSE
This study aims to introduce a one semester 'Global Citizenship' program, being offered as a part of the premedical course at Gachon Medical School. The program was designed to meet the community needs in terms of etiquette and manner education for the future physicians and also to review the outcome of short-term experience.
METHODS
The program was offered to M1(premedical students year-1) students from the first semester after entrance to the school with following objectives: to understand the anthropological aspect of culture, to motivate students in relation to medical scientific foundation, and to develop the appropriate human relations, including international etiquette and manners, prior to the subinternship in M5(medical student year-3).
RESULTS
The program consisted of 12 sessions of lectures and/or practice-based learning such as etiquette for dormitory life, Korean traditional culture, gender role in the 21st century, dining etiquette in various cultural programs, netiquette(for computer usage), Korean housing and its architectural beauty, etiquette for alcoholic beverage drinking, dressing, and the respect and understanding of other cultures, services and manners. They were all instructed with presentations combined with site-visits or hands-on experience followed by a reflection paper and group discussion. Although the program was costly and time-consuming compared to the traditional theory-based natural science and humanity subjects, students expressed their strong motivation and concerns on their future responsibilities.
CONCLUSION
We conclude that "Global Citizenship" course is a useful program to provide a meaningful motivation to the newly enrolled students, Further, it encourages students to understand human relations as a global citizen equipped with the appropriate etiquette and manners.

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Teaching and Learning Strategies of PBL: Yera Hur, Sun Kim; Korean J Med Educ 2002;14(2):145-156.; DOI: https://doi.org/10.3946/kjme.2002.14.2.145

Abstract
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PURPOSE
Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning.
METHODS
The study is a case study using investigative method and questionnaires, class observation check list, and teachers' evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine.
RESULTS
The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class.
CONCLUSION
Tutors and students should use the teaching strategy('C-O-I-Q') and the learning strategy('M-R-I-Q') to facilitate the interaction of tutors and students, activate students' discussion and foster class climate.

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The Implementation of Problem-based Learning in Kyungpook National University School of Medicine and its Evaluation: Bong Hyun Chang, Yoo Chul Lee, Bo Wan Kim, Duk Sik Kang, Yun Sik Kwak, Echeol Kang, Kang Suk Seo, In Kyeom Kim, Jong Myung Lee, Sung Hoon Jeong, Jong Yeol Kim, In San Kim, Hyeong Jin Kim; Korean J Med Educ 2001;13(1):91-105.; DOI: https://doi.org/10.3946/kjme.2001.13.1.91

Abstract
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The effectiveness of Problem-based Learning(PBL) in medical education has already been acclaimed widely. Representatives of the curriculum committee at Kyungpook National University School of Medicine paid a visit to McMaster University School of Medicine in Canada in May, 1994 in order to learn mechanics and effectiveness of PBL in its medical education and they were impressed by the efficacy of PBL. Soon after that the school launched a pilot PBL tutorial for two years from 1994 through 1996(4-semester) as a non-credit course for senior, junior and sophomore in medical school during one semester each, to introduce PBL to faculty members and students as well. After the pilot, opinion survey on PBL from both faculty and students revealed affirmative for PBL from 55.1% of seniors, 61.4% of juniors and 83.9% of faculty members. The faculty body at medical school was then encouraged by the pilot experience and decided to include the PBL as the part of medical education reform. During the fall semester in 1998, the senior at pre-medical course was given PBL experience to prepare for implementation of PBL at school of medicine. The PBL was implemented as an essential 2-credit-hour course in each semester commencing in 1999 to the freshmen class throughout the year; it was extended to the sophomore in 2000 and to the junior in 2001. Although there had been initial excitements of over expectations, confusion, and disappointments from faculty members and students, majority opinion of both parties on continuation of PBL was positive. The issues to be settled are preparation of study cases, students learning resources, and method of evaluating students' performance. The PBL was started as an essential course in medical school in 1999 after 4 years of preparation and on the basis of our interim evaluations the following conclusions were made: we have reached the following consensus that students seem to follow the objectives of PBL and new PBL tutorial has well been accepted by students; and enhancing the program by correcting currently known weaknesses, the PBL tutorials could further be expanded to be a major modality of teaching in our medical school.

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Sanghee Yeo, Bong Hyun Chang
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Students' Satisfaction and Perception of Problem Based Learning Evaluated by Questionnaire
Min Jeong Kim
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Implementation of a Problem-Based Learning Program Combined with Team-Based Learning
Kwi Hwa Park, Chul-Hyun Park, Wook-Jin Chung, Chan-Jong Yoo
Korean Journal of Medical Education.2010; 22(3): 225. CrossRef
Analysis of Verbal Interactions in Problem-based Learning
Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim
Korean Journal of Medical Education.2010; 22(2): 131. CrossRef
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Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
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The Experience of Problem-Based Learning in Keimyung University College of Medicine: Eun Hee Park, Jae Ho Park, Young Nam Park; Korean J Med Educ 2000;12(2):261-270.; DOI: https://doi.org/10.3946/kjme.2000.12.2.261

Abstract
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Problem-based learning(PBL) is defined as a process of acquiring understanding, knowledge, skills and attitudes in the context of an unfamiliar situation, and applying such learning to that situation. PBL is a way of enabling students thinking more efficiently than they can do in the traditional methods of learning. The purpose of this study was to evaluate the results of PBL conducted in Keimyung University College of Medicine in 1999 as a preliminary course. Tutorials of the PBL course were assigned to ten groups during the third and fourth quarter. In total 6 modules were performed. Each PBL tutorial consisted of 3 meetings and 2 hours were assigned to each meeting. The ability of stating and solving problems, the level of knowledge and assignments were scored and graded. The aptitude for PBL course was evaluated by students and tutors in terms of module, tutor, facilities and in total. Students showed moderate achievement(72.96+/-15.96). Regarding the aptitude of PBL course, most tutors and students showed positive responses. Tutors showed more favorable responses in tutor, facilities and in total. After finishing this preliminary PBL course, the authors could find the consensus of continuing PBL course in our school.

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Three Kinds of Problem-Based Learning Formulas Experienced in Konkuk University College of Medicine: Yun Hee Noh, Kyo Sun Kim, Hyung Seok Park, Kyung Soo Kim, Kee Man Bae, Eu Whan Ahn, Jin Sang Chung, Sung Kee Lee, Hee Jung Choi, Dong Wook Jang, Seung Hun Park, Kwang Min Kim, Woon Duck Chung; Korean J Med Educ 2000;12(2):191-205.; DOI: https://doi.org/10.3946/kjme.2000.12.2.191

Abstract
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We performed three kinds of problem-based learning (PBL) formulas in all of forty-one 3rd grade students after the final examination of the first semester from June 28, 1999 to July 9, 1999 at Konkuk University College of Medicine to investigate which formula is the most efficient and helpful in medical education and polyclinic course. The PBL formulas applied were the typical face-to-face PBL accompanied by mini-lecture (Type I) or by distribution of the guidelines without lecture (Type II) and cyber PBL using web-based module and discussion over cyber space (Type III). Response of students was surveyed using some questionnaires and the evaluation results of each PBL were analyzed with Pearson's correlation test. All participating students were satisfied with the face-to-face PBL especially in applying time of PBL, using discussion to solve the problem, and studying with tutors. In cyber PBL, in spite of excellency of the contents, limitations in discussion over cyber space and computer skills, misunderstanding of computer system, and additional cost for private PC rent seemed to decrease the satisfaction with this PBL. Experience in Type II PBL was turned out to be the most helpful and discussion among fellow students in PBL to be the most useful experience for incoming polyclinic course. There were no significant correlations between the evaluation results of face-to-face PBL and cyber PBL or between the evaluation results of each type of PBL and the average credit of that semester, suggesting that evaluation of the newly acquired knowledge through PBL using tools such as Triple Jump, OSCE (objective structured clinical examination), and MEQ (modified essay question) should be included in assesment of academic achievement in addition to the evaluation of activities during PBL.

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A Study on Similar Names of Basic Science for the Curriculum of Dental Hygiene
Na-Hee Kim, Byung-Gook Kim
International Journal of Clinical Preventive Dentistry.2024; 20(2): 47. CrossRef
Effects of full problem based learning of dental students on self-directed learning, communication, and problem solving abilities
Kang-Wook Lee, Jin-Sil Hong, Kee-Wan Chang
Journal of Korean Academy of Oral Health.2016; 40(4): 277. CrossRef
Implementation of a Problem-Based Learning Program Combined with Team-Based Learning
Kwi Hwa Park, Chul-Hyun Park, Wook-Jin Chung, Chan-Jong Yoo
Korean Journal of Medical Education.2010; 22(3): 225. CrossRef
Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

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An Implementation and an Evaluation on the Problem-based Learning in Occupational & Environmental Medicine(OEM): Jeong Youn Kim, Eun Hee Ha; Korean J Med Educ 1999;11(1):25-36.; DOI: https://doi.org/10.3946/kjme.1999.11.1.25

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To introduce an OEM course of problem-based learning(PBL) on tutorial basis, we developed the case-studies on both clinical and community contexts. The 2nd grade medical students were divided into eight small groups. The case-study course was for 3 weeks from September 30 to October 14 in 1998. There were 3 steps for design of case-study course : course planning, implementation, and evaluation which were conducted by 3 tutors and 91 students. We developed 32 cases, and a student solved 3 clinical cases during 3 weeks. There were 3 cases which were the case I(metals), the case II(solvent) and the case III(systemic toxicity). The case-study program was evaluated with questionnaire survey method at the start and end of the course by students. We obtained satisfactory responses from students. Multiple-choice tests revealed that students in case-study group had significantly(P<0.05) higher score than those attended the standard lecture. We concluded that problem-based learning with specific occupational contents is well accepted by students and improves their occupational medicine knowledge.

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An Experimental Trial of Web-based Problem Based Learning: Yun Hee Noh, Seung Hun Park, Kwang Min Kim, Woon Duck Chung, Won Jin Lee, Ja Hyun Koo; Korean J Med Educ 1999;11(1):131-142.; DOI: https://doi.org/10.3946/kjme.1999.11.1.131

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In this paper, we present some results from an experimental web-based Problem-Based Learning(PBL) course, which was offered to 64 medical students in the first grade at Konkuk university for 7 weeks. For the course, we developed a web-based PBL module, which is composed of three sections. The first section includes the 8 stages of problem probing and solving in patient's care. In every stage, the students can browse all the data for the problem solving. The second section contains some problems for evaluating the academic achievement of the students who successfully passed in the first section. In the third section, some questionnaires are presented to survey the students response. The followings are the results. 1. Average score of the first section was 64.1+/-13.2. Most students participated in the course with integrity, and especially seven students(11%) were remarkable in their clinical reasoning. 2.The student's computer skill did not largely affect their academic achievements. However, it is desirable for the students to learn basic computer usage in advance. 3.A few students attended to the discussion through bulletin board facilities. Considering the importance of discussion in PBL, we need to devise a new way of attracting students in the discussion. 4. The survey showed that sixty five percent of the students thought that the lecture was effective and ninety one percent of them that it would be better if it is offered as a regular course during summer or winter vacations. Seventy five percent of students became to realize the importance of basic sciences such as biochemistry and physiology after this course. 5. There were many students who complained about the malfunctioning of the system. The system should be modified to be more reliable and robust. In conclusion, the web-based PBL course provided an effective way of learning in medical education. It also turned out to be used as an alternative of traditional PBL and especially useful for self study.

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The Experience and Evaluation of Problem-Based Learning in Inje University College of Medicine: Jong tae Lee, Jang seok Choi, Sang hyo Kim, Nak whan Paik; Korean J Med Educ 1998;10(2):351-362.; DOI: https://doi.org/10.3946/kjme.1998.10.2.351

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While renovating our traditional medical curriculum to integrated curricular system in 1996, we planned to introduce a course of problem-based learning (PBL) on tutorial basis after finishing 14 courses of the integrated medical curriculum for two years. One tutorial group was composed of one tutor and eight students, and 105 students of the second grade were divided into thirteen small tutorial groups. The period of PBL course was two weeks from December 1 to 14 in 1997. There were three interrelated steps for design of PBL course: course preparation, implementation, and evaluation which were conducted by PBL subcommittee consisted of nineteen teachers. Students were exposed to four clinical case modules, and they met in small tutorial room three times per week for two weeks. The PBL programme was evaluated by questionnaire survey method at the end of PBL course. We obtained satisfactory and positive results from reply of faculty and students. Since many teachers participated in planning, implementing, and evaluation of PBL, we could accumulate lots of knowledge and skills regarding the PBL, and it was a good opportunity to train expertise for PBL, test the feasibility changing to PBL curriculum. At this moment, our present integrated medical curriculum will be gradually converted to PBL system totally, and our experience will provide a good aid for other medical schools appling traditional medical curriculum to introduce PBL in their medical education.

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Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
Analysis of Verbal Interactions in Problem-based Learning
Sun A Oh, Eun Kyung Chung, Young Jong Woo, Eui Ryoung Han, Young Ok Kim
Korean Journal of Medical Education.2010; 22(2): 131. CrossRef
Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef

5,668 View
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The Development and the Application of Problem-Based Learning Curriculum: Sun Kim, Eun Bae Yang, Soo Kon Lee, Hee Choul Kang, Moo Sang Lee; Korean J Med Educ 1998;10(2):309-321.; DOI: https://doi.org/10.3946/kjme.1998.10.2.309

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The study has its focus on the advanced thinking ability of the students such as thinking power, judgement and problem solving which are highly in demand today. The subject of the study were fifty-four freshmen from the department of medicine whom were in their second term. Five modules were developed and selected as the immune system according to the field of curriculum which the students were currently on. This was because the subject students were attending the study separately from the regular curriculum, imposing the least burden but showing the best efficiency of learning. The result of the study shows the students' attendance, problem understanding, preparation and learning as a group were very outstanding. In addition, the modules were a joint development by the professors in Clinical Medicine, understanding a strong liaison between Basic Science Medicine and Clinical Medicine. Based on these results, the development on the problem-based learning should continue and the switchover to a regular curriculum should also be examined in depth.

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Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea
Sanghee Yeo, Bong Hyun Chang
Korean Journal of Medical Education.2016; 28(1): 9. CrossRef
Student's Evaluation of Problem-BasedLearning Curriculum in Medical School
Hahn Young Kim, Ran Lee, Jongmin Lee, Hyun-Ji Cho, Kwang-Yeol Park
Korean Journal of Medical Education.2008; 20(3): 259. CrossRef
Using Problem-based Learning to Teach Antibiotics use during a Clerkship in Internal Medicine
Wan Beom Park, Hong Bin Kim, Nam Joong Kim, Myoung-don Oh, Kang Won Choe, Yoon Sung Lee, Jwa-Seop Shin
Korean Journal of Medical Education.2007; 19(1): 13. CrossRef

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Implementation of Problem-based Learning to Established Medical Schools with Insufficient Resources: Ki Young Lim; Korean J Med Educ 1998;10(1):21-28.; DOI: https://doi.org/10.3946/kjme.1998.10.1.21

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The implementation of the PBL curriculum is now a mandate not a choice. However, for the established schools with large numbers of students and insufficient resources, the whole-scale conversion from traditional curriculum to PBL is almost impossible. Various alternative curricula have been introduced to many institutions, but they all have more or less shortcomings that impede the advantages of PBL approach. To solve this dilemma, I proposed a new alternative PBL curriculum, the 'Triple-phase PBL Curriculum', which is consisted with pre-PBL, PBL, and Post-PBL phase. I also explained its rationale and advantages over other alternatives.

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The Development of Problem-Based Learning Module for Clinical Dentistry in Dental Hygiene
A-Yeon Jeong, Sun-Jung Shin, Bo-Mi Shin, Soo-Myoung Bae
Journal of Dental Hygiene Science.2017; 17(5): 383. CrossRef
Students' Satisfaction and Perception of Problem Based Learning Evaluated by Questionnaire
Min Jeong Kim
Kosin Medical Journal.2015; 30(2): 149. CrossRef

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38 Download
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Analysis of Factors Affecting Problem Based Learning: Moo Sang Lee, Jong Tae Lee, Soo Kon Lee, Eun Bae Yang; Korean J Med Educ 1997;9(2):173-181.; DOI: https://doi.org/10.3946/kjme.1997.9.2.173

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The University of Yonsei College of Medicine is implementing a new undergraduate curriculum that emphasizes active, self-directed learning. The aims of this study were to investigate the factors affecting problem-based le arning(PBL). We surveyed 169 senior students of medical college in Yonsei University. Among them, 137(82.0%) students answered. We developed a question form on seven areas, centering the factors affecting problem-based learning: small-grouping learning, teachers, teaching-learning environments, learning methods, working problem, assessment, the awareness on the problem-based learning method. Those questions were developed as five point scale and were conducted on April 26, 1997. The results of this study are like this: First, the factors affecting problem-based learning appear as working problem, teaching-learning environments, teaching-learning materials. Second, no difference based on working problem form was found. However, the group which used Harvard Working Problem proved to be think more positively than the group which used Illinois Working Problem. As the most important factors affecting problem-based learning appeared as working problem, teaching-learning environments and learning materials, so we should develop the environments and materials promoting self-regulated learning. Finally, the continuous and systematic study on problem-based learning is needed.

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A Study on the Improvement of Evaluation Method in Problem-Based Learning: Sun Kim, Moo Sang Lee; Korean J Med Educ 1997;9(1):73-85.; DOI: https://doi.org/10.3946/kjme.1997.9.1.73

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Since teaching is considered as one of significant activities in education, an appropriate feedback must be given each and every activity in a classroom. To created an effective teaching-learning environment, a due evaluation process is required. A qualititative-oriented method should be applied to assess high mental ability such as judgment and abilities to analyze and integrate. In a qualitive-oriented evaluation the process is far more important than the produce of learning. A problem-based learning approach in medical education facilitates the thinking ability of students. The above-mentioned evaluation is proper instrument to assess the process of teaching activity. The present study identified the importance of problem-based learning. With the introduction of Triple Jump, OSCE(Objective Structured Clinical Examination), and MEQ(Modified Essay Question) as suggested strategies of qualitative-oriented evaluation, the authors implied development of evaluation of problem-based learning.

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Students' Satisfaction and Perception of Problem Based Learning Evaluated by Questionnaire
Min Jeong Kim
Kosin Medical Journal.2015; 30(2): 149. CrossRef