Problem-based Learning in Physiology:A Survey of Department Heads in Medical Schools in Taiwan

The amount of knowledge in the basic sciences has grown so much in recent years that the increase of course hours to cover them is near the limit. Problem-based learning (PBL) has been discussed, promoted, and implemented as an alternative or supplemental curriculum by several medical schools in Taiwan. Most medical schools have already adapted curriculum reform with varying amounts of small group-centered case discussions in addition to the traditional lecture-centered classroom teaching in the basic sciences including physiology. To assess the current situation of physiology teaching, we have surveyed the department heads with a questionnaire concerning the present implementation or future plan for PBL. Except in one new medical school, PBL is only implemented in individual traditional disciplines as a supplement to lecture-based curricula(about 10% of total semester hours). Results indicated that students viewed the PBL addition as a useful experience. However, there were also concerns about the amount of time required and the sufficiency of the topics covered in PBL. From all chairpersons, 80% considered that the shortage of tutors or faculty in general being the leading 'difficulty' factor. Tutor training and teaching files were also serious concerns. Overall, in the four curricula that incorporated PBL, the overall experience appeared to be positive from both students and faculty (at least the department heads). However, 40% of departments do not plan to implement PBL in their physiology curricula.

並列關鍵字

problem-based learning ； physiology ； medical school

國際替代計量

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