Quality assurance of problem-based learning (PBL): the Hong Kong experience.

INTRODUCTION

The Faculty of Medicine of the University of Hong Kong launched its new medical curriculum in 1997. It was an integrated and system-based curriculum, with problem-based learning (PBL) being one of its new pedagogy. This paper describes the quality assurance of the introduction of PBL.

MATERIALS AND METHODS

Regular PBL tutor training and case-writing workshops were conducted, with experts both locally and internationally invited to serve as trainers. The monitoring mechanisms was the use of paper questionnaires filled by both students and teachers. A group with a view to improve the process and the content of PBL studied the ratings of these evaluations.

RESULTS

In 3 years, a total of 40 training workshops were held and, 268 tutors and 57 case-writers were initiated. Most of the teachers were convinced that PBL did work even in students who came from a didactic learning background. Extensive and continued refresher PBL workshops would be necessary.

CONCLUSION

A stringent monitoring and evaluation process formed an integral part of an effective introduction of PBL in the medical curriculum.