O08 Problem-based learning in the School of Basic Medical Sciences, Peking University

In order to enhance the self learning ability of medical students and to stimulate their interests in basic medical science subjects, the School of Basic Medical Sciences, Peking University experienced with problem-based learning （PBL） in its teaching of the third year medical students. Ten teaching topics were selected and they were taught over a three-semester period. They consisted of arteriosclerosis, diabetes, cancer, AIDS, SARS, hepatitis. Each topic was taught for 2 weeks by a group of teaching faculty members across different disciplines including clinicians led by a professor in the most relevant field. We condensed the previous teaching schedule of traditional content and used 20 weeks to conduct the above PBL. The ten topics were taught in a similar manner but considerable freedom was given to faculty members in determining the content and the manner in which the teaching activity was organized and executed. For most of the topics, the teaching plan consisted of an introductory lecture of the general concept of the topic, presentation of a case or cases of patients related to the subject, student research of the literature and group discussion of the subjects. The students then made presentations on the topic in small student groups. After initial presentation, professors and physicians who are very familiar with the subject gave in-depth lectures on the topics and conduct question and answer sessions. A representative from each group was then presented in a larger group. The best presenters selected by the students and the teachers then made presentations in front of the whole class of about 100 -200 students. Questions and debates were encouraged after each presentation. All activities were guided by at least one professor. Finally, the students were asked to write brief theses about their opinions on the subjects. The performances of the students were graded according to their activities and performance in class and during discussions. Motivation and creativity in presentation, discussion and thesis writing were taken into account during the grading of each student＇ s performance. The students seemed to enjoy the new teaching method more than the traditional approach and were able to gain knowledge and skill on their own. About 78% of the participating students polled indicated that they preferred the new PBL method over the traditional lecturing and will do it again if such teaching method is offered in the future. For the faculty members, it is a challenging and time-consuming experience for the first round. Broaden of knowledge and careful coordination among teachers were required to make the new teaching method functional and effective. Overall, it was a rewarding experience for both the students and the teachers.

O08 Problem-based learning in the School of Basic Medical Sciences, Peking University