摘要：Purpose:The purpose of this study was to evaluate the implementation of problem-based learning (PBL),in combination with team-based learning (TBL),in an integrated curriculum at Gachon University School of Medicine. Methods:The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students. Results:PBL,combined with TBL,was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects,increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention. Conclusion:Overall,PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.
其他摘要：의과대학생들의 학습 흥미를 유발하고,자기 주도적 학습을 권장하고자 많은 의과대학이 강의식 수업 이외에 다양한 수 업방법을 도입하여 시행하고 있다. 가장 대표적인 방법 중 하 나가 문제바탕학습(problem-based learning,PBL)이며,최 근 국내 몇 개 대학에서는 팀바탕학습(team-based learning,TBL)을 시도하고 있다. PBL은 튜터(tutor)가 이끄는 소규모 학습방법으로서 임상 의 실제 상황을 단계적으로 학생들에게 제시하
