Yeo Sanghee, Chang Bong Hyun
Department of Medical Education, Kyungpook National University School of Medicine, Daegu, Korea.
Korean J Med Educ. 2017 Dec;29(4):271-282. doi: 10.3946/kjme.2017.73. Epub 2017 Nov 29.
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.
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.
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.
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.
本研究旨在确定基于问题的学习（PBL）在韩国医学教育中的实施方式，以及各医学院校如何对其进行评估。
本研究通过电子邮件对韩国40所医学院校进行了调查。调查工具是由研究人员独立编制的包含22个问题的问卷。
在40所医学院校中，有35所院校在其医学课程中实施了PBL项目，而有5所院校目前未开展该项目。大量引入PBL的院校（30所，85.7%）采用了混合式PBL模式。在超过70%的接受调查的医学院校中，教授们对PBL的效果评价为积极。大多数医学院校（85.7%）表示他们将维持或扩大PBL的使用。然而，教师对PBL缺乏理解和持怀疑态度、学生缺乏自主学习时间和消极态度、优质PBL案例不足以及为了学校认证而敷衍引入PBL等因素，都妨碍了PBL的成功实施。
PBL已作为混合式PBL类型纳入韩国医学课程。分析认为，强化导师培训和开发优质PBL案例对于PBL的成功和有效实施是必要的。
