Abstract
Objective To improve the teaching effect, problem-based learning (PBL)was developed and evaluated for interns of internal medicine. Methods Fifty-nine eight-year program medical interns were divided into PBL group and non-PBL group. Six-week practice on two PBL cases was carried out for PBL group. Questionnaires were designed to investigate the self-evaluation of the interns of PBL group before and after PBL, the opinions on the PBL teaching, the tutors, and views of the tutors on the interns.Practice scores of the two groups were compared. Results PBL was welcomed by the interns. The interns enjoyed self-study and cooperation, and they prepared for and participated in the PBL teaching actively.They were satisfied with PBL teaching. PBL was helpful to diagnosis, differential diagnosis, understanding on therapy. The tutors thought that the students' ability of clinical reasoning needed to be improved. There was no significant difference on practice scores between the two groups. Conclusions The interns were satisfied with PBL. Raising proper clinical questions, cultivating the students' clinical thinking and improving the students' comprehension on diseases might be the emphases during PBL teaching. Key words: Problem-based learning; Internal medicine; Practice teaching
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