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Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical
Chia-Ter Chao1, Chiao-Lin Tsai2, Mong-Wei Lin3
1Nephrology Division, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan; Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan.
Abstract:
Digital problem-based learning (PBL) was originally introduced as a means to improve student engagement and increase flexibility. However, its use becomes mandatory during the coronavirus disease 2019 (COVID-19) period, accelerating changes in medical education. Few elaborated on the implementation details of digital PBL curricula. Technical guidance can be important but under-recognized prerequisite of a successful digital PBL session. In National Taiwan University College of Medicine, we established a digital PBL curriculum and previously validated a confidence questionnaire for surveying undergraduate students receiving digital PBL sessions. In this opinion piece, we gleaned multiple procedural details from our experiences based on students'/tutors' feedback, which we summarized in a 5″W″ recommendations (Who), timing/duration (When), location (Where), software/hardware/topics (What), and evaluation aspects (Why). Suggestions on how to optimally prepare for digital PBL session are also provided. We believe that these tips can further facilitate the wide adoption of digital PBL.
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