Problem-Based Learning in MacKay Medical University: Improvement from Student-initiated Assessment

Authors

• I-Ling Huang, School of Medicine, College of Medicine, MacKay Medical University, New Taipei City, Taiwan AND MacKay Memorial Hospital, Taipei, TaiwanFollow
• Yi-Chieh Cheng, School of Medicine, College of Medicine, MacKay Medical University, New Taipei City, Taiwan AND MacKay Memorial Hospital, Taipei, TaiwanFollow
• Chao-Feng Lin, School of Medicine, College of Medicine, MacKay Medical University, New Taipei City, Taiwan, MacKay Memorial Hospital, Taipei, Taiwan; AND Institute of Cellular and System Medicine, National Health Research Institutes, Zhunan, TaiwanFollow

Document Type

Original Article

Abstract

Statement of purpose: In Problem-Based Learning (PBL), aligning student self-directed inquiry with intended curricular objectives is critical yet challenging to assess. This study introduces a novel assessment method using keyword identification to quantify the cognitive alignment between medical students and case writers. We aimed to analyze learning discrepancies and students' performance trajectories to inform curriculum refinement.
Methods of study: A mixed cross-sectional and longitudinal study was conducted at MacKay Medical University over three consecutive semesters (November 2023–December 2024). Junior and senior medical students completed anonymous questionnaires, submitting five keywords post-course to represent perceived learning objectives. Student responses were compared against case-writer benchmarks to determine ``precision'' or ``imprecision''. Correct responses (CR) were categorized as ``Type 1'' (D1) or ``Type 2'' (D2) discrepancy to diagnose specific learning gaps.
Results: A total of 26 PBL cases were collected. Female students demonstrated higher initial keyword recognition precision when first introduced to PBL (51.8% vs. 29.4%, p <0.01), persistent in the subsequent year. Longitudinal observation demonstrated significant precision gain among males after one year (58.3% vs. 29.4%, p <0.01). D1 rates tended to be higher than D2 rates (19.0 ± 16.1% vs. 10.1 ± 12.6%; p = 0.16) among cases with CR rates ≥ 50%, and were significantly lower than D2 rates among cases with CR rates <50% (18.9 ± 12.7% vs. 41.6 ± 11.8%; p = 0.02).
Conclusion: Keyword recognition reflects varying levels of cognitive alignment between students and case writers in PBL. By refining case design, strengthening tutor facilitation, and tailoring support to learner needs, medical educators can enhance the effectiveness of PBL and promote deeper, more focused learning.

First Page

83

Last Page

92

Recommended Citation

Huang, I-Ling; Cheng, Yi-Chieh; and Lin, Chao-Feng (2026) "Problem-Based Learning in MacKay Medical University: Improvement from Student-initiated Assessment," Journal of Medical Education: Vol. 30: Iss. 2, Article 4.
DOI: https://doi.org/10.67010/1028-2424.2050
Available at: https://jme.researchcommons.org/journal/vol30/iss2/4