The Effect of Several Problem-based Learning Tutorials on Clinical Abilities Before and After Graduation

• Published in: Igaku Kyoiku / Medical Education (Japan) Vol. 37; no. 5; pp. 277 - 283
• Main Authors: KAWAKAMI, Yoriko, ISHIHARA, Sonoko, TANG, Ann Chuo, SATO, Yasuhito, YOSHIOKA, Toshimasa, YAMAGUCHI, Naoto, FUKUI, Yuriko, SUGANUMA, Taiyo, MATSUI, Keiko
• Format: Journal Article
• Language: Japanese
• Published: Japan Society for Medical Education 25.10.2006
• Subjects: development of abilities; number of problem-based learning tutorials; problem-based learning tutorial
• ISSN: 0386-9644; 2185-0453
• DOI: 10.11307/mededjapan1970.37.277

We examined the effects of several problem-based learning (PBL) tutorials on the development of clinical abilities among medical students. In 1988, 2 years before our university implemented the PBL tutorial curriculum, one to three trial tutorials were used for a portion of the students in the 1st through 3rd years to identify a suitable tutorial education system for Japanese students. To examine the effects of these trial tutorials, we sent questionnaires to graduates who had participated in the trial tutorials and to those who had not. We found that graduates who had participated in the trial tutorials were more likely than graduates who had not to report logical thinking capabilities during their undergraduate years and clinical problem-solving abilities at the end of their internship. The results suggest that the use of one or more tutorials is effective in helping students develop logical thinking and problem-solving ability.