FACTORS AFFECTING THE QUALITY OF PROBLEM-BASED LEARNING IN A HYBRID MEDICAL CURRICULUM

For medical schools that wish to implement or are involved in problem-based learning (PBL) as part of their medical curriculum, there are many factors which can affect its quality This paper discusses four critical issues-the need for sufficient protected time for PBL; the structure of the PBL case and its alignment with learning outside the tutorial room; the role of tutors and assessment in PBL-which can affect tutor and students' performance.