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Journal of Medical Education

The New Medical Educational Pathway with Hybrid Problem-based Learning Programme from Clerkship to Basic Medical Courses

Abstract

The new pathway medical educational changes in Taiwan started in 1993. The School of Medicine of National Taiwan University was the first to start Problem Based Learning (PBL) curriculum. By 2002, ten medical schools used the PBL curriculum in their new pathwaymedical educational system. Most of them use the hybrid form of PBL curriculum, except that the new medical school of Fu-Jen Catholic University uses a broader scope of integrated PBL curriculum. The school of medicine of Chang Gung University used hybrid PBL curriculum for new pathway medical education in 1999. The hybrid PBL was first tried for clerkship training in the Departments of Internal medicine and Pediatrics, then the Departments of Surgery and Obstetrics & Gynecology. The PBL tutorials were arranged in the afternoon in each week during the course of clerkship. Patient care teaching, bedside teaching, clinical skills teaching, OPD teaching, and short lectures were arranged at other times. The response of clerks to the new pathway curriculum was rather positive. With the experience and success of the newpathwaymedical education in clerkship, we started the PBL new curriculum in basic medical education in 2002. Members of staff in clinical departments helped faculties in basic sciences departments to design case materials and share tutorial requirements. The programmes for basicmedical courses arenowslowly, but smoothly running, and the integrated system-based PBL courses are scheduled to start in 2004. The new pathway hybrid PBL programme starting from clerkship to basic medicine has many advantages and few difficulties during the curriculum development. The clinical faculties can share their experiences with basic medical science faculties after 3 years of PBL in clerkship. The maintenance of classical courses of basic medicine with addition of two to three PBL cases in each course has gradually allowed the juniormedical students to adapt to the different learning style. We conclude that the medical educational reforms at Chang Gung University have been successful. The medical education reform in each medical school in Taiwan is not quite the same, but their goal is similar.

First Page

438

Last Page

443

DOI

10.6145/jme.200312_7(4).0014

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