P08 Comparing study in self-motivation learning： PBL vs LBL

In order to clarify which teaching form encourages student＇ s self-motivation learning ability better, we did a comparison experiment between problem-based learning （PBL）and lecture-based learning （LBL） in a 3rd year course in basic pharmacology. Of 224 students who participated （124 PBL, 100 LBL） in pharmacology course, the experimental group was divided into 6 teams（20 - 21 students for each team with one tutor）using PBL method with 7 clinical cases discussion while o.ther 100 students held in the same lecture-based format as the traditional LBL course as a control group. In 224 students, 50.4% using PBL method self-directed learning ability had increased compared with 35.3% in LBL teaching mode. The test score indicated that students using LBL teaching method scored overall higher than those using PBL mode, especially at objective items, this result was significant.. iy different（P =0.009）. However, as far as subjective items are concerned, students accepted PBL mode showed their superior advantages over the LBL ones. Similarly, the result was significantly different（ P =0.001 ）. On the whole, PBL method supported by appropriate technology and teachers, has allowed our students to analyze authentic situations as a doctor status and the active learning ability by self-motivation study will be undoubtedly beneficial for their becoming life-long learners and excellent doctors in the future.