Problem-Based Learning (PBL) in Eight-Year Program of Clinical Medicine in Xiangya School of Medicine: New Mode Needs Exploration

  • Jieyu He
  • Qingnan He
  • Xiaoqun Qin
  • Yongquan Tian
  • Donna Ambrozy
  • Aihua Pan
Conference paper
Part of the Lecture Notes in Electrical Engineering book series (LNEE, volume 269)


Introduction Problem-based learning (PBL) is an educational method characterized by the use of patient problems as a context for students to learn problem-solving skills and to acquire knowledge on basic and clinical sciences. PBL was introduced to Eight-year program in Xiangya School of Medicine since 2006. Since traditional curricula hardly reach an excellent agreement on the integration of clinical learning and practice, application of PBL into teaching of systematic anatomy can avoid some of the problems existing in traditional curricula. Methods A total of 100 students from Eight-year program of clinical medicine participated PBL program. Groups (4–5 students per group) were presented with a certain case a week in advance. Each group worked together to gather information, discuss possible mechanisms and causes, develop hypotheses and strategies to test the hypotheses, and then prepare for presentation and discussion in lectures. In each lecture, the assigned tutor guided students to refine their hypotheses, commented on their presentation and discussion, and introduced updated clinical progresses. Results We applied questionnaires with 24 close-set and 2 open-set questions, among a total of 75 students from above after accomplishment of PBL lectures. We demonstrated that greater satisfactions on acquirement of knowledge and roles of tutors were achieved via PBL lectures. The survey also suggested more productive approaches to study. Discussion PBL motivates students to learn systematic anatomy and improves comprehensive ability. Existed Problems were reflected in the progression of PBL teaching and feedbacks from survey: (1) students can not rapidly adapt themselves to PBL in transforming their thinking pattern, (2) many students are confused about the objectives of PBL and how to concentrate on lectures, (3) resources provided by school are limited. Furthermore, traditional evaluation of students’ performance is not favorable in conditions of PBL. Agreement is reached on some details. Future perspective Application of PBL in our education system means modification of PBL education based on feasibility of current education and students’ abilities. Since PBL is not fixed worldwide, we are required to explore a better mode to fit our education system. To further carry out PBL lectures, some suggestions are given.


PBL Medical education 



This study is supported by China Medical Board of New York (No. 05–820) and the seventh batch of Teaching Reform and Curriculum System Reform Project of Central South University (2012–30).


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Jieyu He
    • 1
  • Qingnan He
    • 2
  • Xiaoqun Qin
    • 2
  • Yongquan Tian
    • 2
  • Donna Ambrozy
    • 3
  • Aihua Pan
    • 2
    • 4
  1. 1.Eight-year Program of Clinical Medicine of Xiangya School of MedicineCentral South UniversityChangshaChina
  2. 2.South China Center for Medical Education Research and DevelopmentChina Medical University BookstoreShenyangChina
  3. 3.Department of Medical Education and Biomedical InformaticsUniversity of WashingtonSeattleChina
  4. 4.Department of Anatomy and Neurobiology of Xiangya School of MedicineCentral South UniversityChangshaChina

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