Problem-based learning and education reform in Taiwan an exploration in one medical school

Abstract

Medical schools in Taiwan accelerated their reform after the year 2000. This thesis focuses on the origin and process of medical education reform in Taiwan and probe the development of medical students. One new medical school that adopted PBL (Problem-based Learning) was chosen as the research target. Qualitative in-depth interviews were conducted on five students from the target school and twelve educators/teachers from nine medical schools/organizations. The target school adopted PBL and the data showed that under the new teaching format and more humanistic approach to the course arrangement, the students did exhibit some different characteristics. Whether or not these would persist remains questionable under the current healthcare environment and in the light of the influence that cultural capital exerts on students and educators alike. Moreover, because of the nature of a hegemonic medical society, not only does a free communication environment between doctors and patients that the reform aims to reach seems impossible, but also a patient-centred healthcare system looks unattainable. However, the dialogue inherent in PBL offers a possibility for both teachers and learners to be inspired and liberated. What emerges from this research is that PBL has influenced students’ communication skill, willingness to cooperate, and habits of active learning. It is hoped that medical education will take a less utilitarian view and focus on the education itself. Only after more medical students benefit from the process and become critical thinkers will a fundamental healthcare reform be possible.