摘要：Purpose:Konkuk medical school has tried to improve its problem-based learning (PBL) curriculum. In this study,we evaluated the serial changes of student satisfaction of this PBL curriculum. Methods:Student satisfaction for the PBL curriculum was assessed using the same questionnaire for 3 years,from 2005 to 2007. Twenty individual questions were classified into five categories:individual learning,group learning,tutoring,module,and learning environment. Scores of the individual items and categories were compared. Results:For the first 3 years after the introduction of a graduate medical school,scores for the individual learning,group learning,and tutoring categories were higher those for the module and learning environment categories. Satisfaction of the learning environment,however,gradually improved. Conclusion:In general,satisfaction of the PBL curriculum was good for the first 3 years after the introduction of the graduate medical school. However,further investment in improving the PBL module and learning environments was necessary for the success of the PBL curriculum.
关键词：Problem-based learning;Graduate medical education
