Implementation of Problem-based Learning in Undergraduate Medical Education in Mainland China: A Tough Mission with Promising Future

Abstract

Background: Problem-based Learning (PBL) is widely used in the world as an effective approach to inspire active and self-directed learning. Recently, there has been a boom in applying PBL in China in response to the reform trend of medical education. Objectives: This study is aimed to investigate PBL implementation in Mainland China. Methods: On-line survey was conducted through the website of ＂www.sojump.com＂. The questionnaire mainly dealt with how PBL was conducted. Results: Fifty five medical schools out of 62 responded. Among the 53 schools with PBL usage, discipline-integrated PBL was implemented in 38 schools (71.7%). Quite a lot of schools were still in the initial stage with a small number of tutors and few cases. However, the overall satisfactory rate level with PBL was high. The constraints that influenced PBL effectiveness and its improvement were related to the context and the external circumstances. Conclusion: In order to meet the requirements of competency-based medical education, reform and evolution need huge and continuous efforts. As a durable and sustained approach, rather than a short-cut and temporary process, PBL deserves consistent and persistent attention to ensure its effectiveness.