Implementation of a Problem-Based Learning Program Combined with Team-Based Learning

Abstract

PURPOSEThe 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.METHODSThe 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.RESULTSPBL, 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.CONCLUSIONOverall, 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.