The Implementation of Problem-based Learning at National Taiwan University College of Medicine

Abstract

Owing to the abrupt changes in society and medical technology, traditional medical education is unable to meet the challenges of the future. To fulfill future requirements for the training of physicians, National Taiwan University College of Medicine began medical education reform in 1992. The innovative program emphasizes general medical education, humanity, active learning behavior, a scientific attitude, and cooperation and leadership ability. One of the major objectives of the new curriculum is the emphasis on life-long self-directed learning, which enables students to update their medical knowledge themselves with advancements in medicine. In order to fulfill these goals, problem-based learning (PBL) was applied in the new integrated curriculum. From the second to the fourth year of medical school, students meet in small groups of 7 to 9 people to discuss a case or topic with a tutor once a week. The PBL curriculum in the second year focuses on topics such as medical humanity and how to use PBL to learn. The topics in the third and fourth year concern basic medical sciences such as anatomy, pathology and pharmacology. Necessary administrative adjustment has been made in order to facilitate the change. Tutor development programs include workshops, tutor meetings, and short-term overseas training. Experience in teaching PBL small groups is taken into serious consideration in promotions of clinical faculty members. An alternative promotion track that emphasizes teaching achievement rather than research gives PBL tutors more incentive. The pass rate on the national medical licensure examination has had no obvious change after the implementation of the PBL curricula. However, we need more evidence to prove that the PBL curriculum really makes the changes in ought to make.