Yoo Dong Mi, Cho A Ra, Kim Sun
Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea.
J Educ Eval Health Prof. 2019;16:20. doi: 10.3352/jeehp.2019.16.20. Epub 2019 Jul 19.
This study was conducted to identify suggestions for improving the effectiveness and promoting the success of the current Problem-based learning (PBL) program at the Catholic University of Korea College of Medicine according to professor and student awareness survey result.
A survey was carried out by sending out mobile Naver Form survey pages via text messages 3 times in December 2018, to 44 medical students and 74 professors of College of Medicine, The Catholic University of Korea. In addition, relevant official documents from the school administration were reviewed. The collected data were analyzed to identify the achievement of educational goals, overall satisfaction with, and operational suitability of the PBL.
The overall satisfaction scores for the PBL program were neutral range (students: 3.27 ± 0.95 vs. professors: 3.58 ± 1.07, P=0.118). Regarding the achievement of educational goals, the integration of basic and clinical medicine and encouragement of learning motivation was ranked lowest. Many respondents expressed negative opinions about the modules (students: 25.0%, professors: 39.2%) and tutors (students: 54.5%, professors: 24.3%). The students and professors agreed that the offering timing of program and length of phase were suitable, while opinions expressed in greater detail pointed to issues such as the classes being held too close to exams and their alignment with regular course units.
Issues with modules and tutors were the most pressing. Detailed and appropriate modules should be developed on the basis of advice from professors with experience in PBL tutoring. Inconsistencies in tutoring should be reduced by standardization and retraining.
根据教授和学生的意识调查结果，本研究旨在确定改进韩国天主教大学医学院当前基于问题的学习（PBL）项目有效性和促进其成功的建议。
2018年12月，通过短信向韩国天主教大学医学院的44名医学生和74名教授发送3次移动Naver表单调查问卷页面，进行了一项调查。此外，还审查了学校管理部门的相关官方文件。对收集到的数据进行分析，以确定PBL教育目标的达成情况、总体满意度和操作适用性。
PBL项目的总体满意度得分处于中性范围（学生：3.27±0.95，教授：3.58±1.07，P=0.118）。在教育目标的达成方面，基础医学与临床医学的整合以及学习动机的激发排名最低。许多受访者对模块（学生：25.0%，教授：39.2%）和导师（学生：54.5%，教授：24.3%）表达了负面意见。学生和教授一致认为项目的提供时间和阶段长度是合适的，而更详细的意见指出了诸如课程安排离考试太近以及与常规课程单元的一致性等问题。
模块和导师的问题最为紧迫。应根据有PBL辅导经验的教授的建议开发详细且合适的模块。通过标准化和再培训减少辅导中的不一致性。
