Nitta Kosaku    Department   Other, Other    Position
Article types	Original article
Language	English
Peer review	Peer reviewed
Title	Longitudinal PBL in Undergraduate Medical Education Develops Lifelong-Learning Habits and Clinical Competencies in Social Aspects.
Journal	Formal name：The Tohoku journal of experimental medicine Abbreviation：Tohoku J Exp Med ISSN code：00408727/1349-3329
Domestic / Foregin	Foregin
Volume, Issue, Page	238(1),pp.65-74
Author and coauthor	Okubo Yumiko†*, Matsushita Susumu, Takakuwa Yuichi, Yoshioka Toshimasa, Nitta Kosaku
Publication date	2016/01
Summary	Problem-based learning (PBL) is popular in medical education in Japan. We wished to understand the influence of PBL on the clinical competence of medical residents, using self-assessment and observer assessment. Tokyo Women's Medical University (TWMU) implemented PBL longitudinally (long-time) for four years, and on this basis we analyzed whether long-time PBL education is useful for clinical work. A self-assessment questionnaire was sent to junior and senior residents who were alumni of several schools, and an observation-based assessment questionnaire to senior doctors instructing them. Respondents were asked if they had used the PBL process in daily clinical tasks, and if so in what processes. Senior doctors were asked whether TWMU graduates perform differently from graduates of other schools. TWMU graduates answered "used a lot" and "used a little" with regard to PBL at significantly higher rates than other graduates. As useful points of PBL, they mentioned extracting clinical problems, solving clinical problems, self-directed leaning, positive attitude, collaboration with others, presentation, doctor-patient relations, self-assessment, and share the knowledge with doctors at lower levels and students. Observer assessments of TWMU graduates by senior doctors represented them as adaptive, good at presenting, good at listening to others' opinions, practical, selfish, and eager in their instructional practice. Longitudinal PBL can be a good educational method to develop lifelong-learning habits and clinical competencies especially in terms of the social aspect.
DOI	10.1620/tjem.238.65
PMID	26725844