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[Problem-based learning in medical education].

V Jønsson¹, P Lyngdorf, T Bygum

¹Laboratoriet for kliniske faerdigheder, H:S Rigshospitalet, og Københavns Universitet.

Ugeskrift for Laeger

|March 31, 2000

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Problem-Based Learning (PBL) was preferred by most medical students over traditional methods. This educational approach enhanced motivation and clinical coping skills, supporting its wider adoption.

Area of Science:

Medical Education
Pedagogy in Medicine

Background:

Problem-Based Learning (PBL) is not systematically implemented in Danish medical schools.
A need exists to evaluate innovative teaching methods in late-stage medical training.

Purpose of the Study:

To evaluate the introduction and student/tutor experience of Problem-Based Learning (PBL) in a 10th-term internal medicine and surgery course.
To compare PBL with traditional teaching methods in terms of student preference and perceived educational benefits.

Main Methods:

PBL was implemented in a 10th-term medical course for 93 students and 15 tutors over two terms.
Student and tutor feedback was collected to evaluate the PBL experience compared to traditional methods like bedside clinics and lectures.

Main Results:

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67% of students preferred PBL, 28% found it equally good, and only 2% disliked it.
Students highlighted increased motivation and active participation as key advantages of PBL.
Tutors valued PBL for teaching clinical coping strategies in realistic settings.

Conclusions:

PBL is a highly preferred and effective teaching method for medical students, enhancing engagement and clinical skills.
The positive experience supports the integration of PBL into the broader medical curriculum in Copenhagen.