title: [Problem-based learning in medical education].
abstract: 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.
authors.affiliation: Laboratoriet for kliniske faerdigheder, H:S Rigshospitalet, og Københavns Universitet.
authors.forename: V
authors.initials: V
authors.lastname: Jønsson
authors.forename: P
authors.initials: P
authors.lastname: Lyngdorf
authors.forename: T
authors.initials: T
authors.lastname: Bygum
authors.forename: L G
authors.initials: LG
authors.lastname: Jørgensen
authors.forename: C V
authors.initials: CV
authors.lastname: Ringsted
authors.forename: T V
authors.initials: TV
authors.lastname: Schroeder
mesh_terms: 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