Factors affecting the quality of problem-based learning in a hybrid medical curriculum.
For medical schools that wish to implement or are involved in problem-based learning (PBL) as part of their medical curriculum, there are many factors which can affect its quality. This paper discusses four critical issues--the need for sufficient protected time for PBL; the structure of the PBL case and its alignment with learning outside the tutorial room; the role of tutors and assessment in PBL--which can affect tutor and students' performance.
Chan
Li-Chong
LC
Department of Pathology, The University of Hong Kong, Queen Mary Hospital, Pokfulam, Hong Kong. chanlc@pathology.hku.hk
D003479:Curriculum; D004501:Education, Medical / Q000592:standards*; D006801:Humans; D007858:Learning; D018794:Problem-Based Learning / Q000592:standards*