Journal of Medical Education
Riddled Pathways to the Conduct of Problem-based Learning Tutorials
Abstract
Various factors influence the conduct of problem-based learning (PBL) tutorials, some with conflicting interests. In the initial phase of the implementation of PBL at the International Medical University, it became apparent that some groups of students were using PBL tutorials as a study group. A survey was undertaken to identify the reasons for the way these groups of students conduct their PBL sessions. The one outstanding reason that surfaced from the findings was the need to pass examinations. It appears that the conduct may be related to strategy to gain the outcomes desired. As long as examination determines progression, the conduct of the PBL tutorial session may be influenced by it .
First Page
212
Last Page
214
DOI
10.6145/jme.200206_6(2).0013
Recommended Citation
J.S.Tan, Gregory
(2002)
"Riddled Pathways to the Conduct of Problem-based Learning Tutorials,"
Journal of Medical Education: Vol. 6:
Iss.
2, Article 13.
DOI: [https://doi.org/]10.6145/jme.200206_6(2).0013
Available at:
https://jme.researchcommons.org/journal/vol6/iss2/13