Factors Affecting the Quality of Problem-Based Learning in A Hybrid Medical Curriculum

BackgroundFor 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