[Problem-based learning in medical education].
Problem Based Learning (PBL) has not yet been instituted systematically at medical schools in Denmark. We therefore introduced the method in a 10th term course in internal medicine and surgery, eighteen months before graduation, and evaluated the experience after two terms with a total of 93 students and 15 tutors. Compared with traditional education such as bed-side clinics and lectures etc., PBL was the preferred method by 67% of the students, while 28% found the methods equally good and only 2% discredited PBL. The main advantage of PBL was ascribed to motivation and activation, the students finding themselves as being part of the problem-solving situation. The tutors estimated PBL highly when teaching clinical coping strategies, stressing the need for a realistic and appropriate setting. This experience supports the decision to introduce PBL throughout the new medical curriculum in Copenhagen.
Jønsson
V
V
Laboratoriet for kliniske faerdigheder, H:S Rigshospitalet, og Københavns Universitet.
Lyngdorf
P
P
Bygum
T
T
Jørgensen
L G
LG
Ringsted
C V
CV
Schroeder
T V
TV
D003479:Curriculum; D003718:Denmark; D004501:Education, Medical; D004521:Educational Measurement; D005069:Evaluation Studies as Topic; D013502:General Surgery / Q000193:education; D006801:Humans; D007388:Internal Medicine / Q000193:education; D018794:Problem-Based Learning; D011795:Surveys and Questionnaires