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Journal of Medical Education

Effects of PBL-Tutorial in Gifu University School of Medicine: Evaluation of Students in Clinical Years

Abstract

Gifu University School of Medicine adopted PBL-tutorial system since 1995. Students learn by themselves in pre-clinical years (2nd to 4th year) through solving problems in cases. Abilities and attitudes of these students in clinical years (5th and 6th year) were evaluated by questionnaire surveys, as compared to those who received lecture-based traditional education. Teaching faculties and attending doctors, 170 from the University Hospital and 82 from 9 affiliated community hospitals, answered to the questionnaires. Abilities of students were scored using 5-point rating scale: 1 (very poor), 2 (slightly poor), 3 (same as those who received traditional education), 4 (better), and 5 (excellent). Mean score in the 5th and 6th year were as follows respectively: extent of knowledge, 3.17 and 3.32; depth of knowledge, 3.14 and 3.22; ability of understanding, 3.20 and 3.38; ability of discussion, 3.33 and 3.48; active attitude toward learning, 3.38 and 3.50; ability of problem-solving, 3.30 and 3.29; communication with staffs, 2.98 and 3.33; communication with patients 3.15 and 3.59; and overall, 3.34 and 3.48. The evaluators felt improvement of students' abilities and attitudes in many aspects in the clinical years. All the students who received PBL-tutorial passed the Japanese Medical Licensing Examination in three consecutive years (2001 to 2003).

First Page

412

Last Page

418

DOI

10.6145/jme.200312_7(4).0010

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