Problem-based learning (PBL), introduced to medical education committee of Chungbuk National University in 1996, was firstly implemented as a regular course of medical education only with 0.5 credit in 1998. Tutorials of the PBL course were assigned to seven discussion groups consisted of seven or eight junior students during first two weeks of third quarter. Every groups were supervised by two tutors, who evaluated students' performances in terms of problem-solving, stating problems, and

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... ting referred sources. The aptitude for PBL course was asked to students and tutors after two weeks course by means of questionnaires. Most students showed positive responses about PBL course, and preferred the tutors in a supportive or facilitative attitude. However, two weeks of PBL course seemed not enough for maximal educational benefits. Pre-and post-PBL blocks may be one of the useful methods that ensure successful results of short-term PBL course. 서 론 문제중심학습은 1960년대 McMaster 대학에서 처 음으로 도입된 이후에 기존의 암기식, 주입식의 일 방적인 지식전달방법의 한계와 단점을 극복하기 위 하여 사용되어지고 있으며, 7 최근 국내 의학교육에 서도 많이 보급되고 있는 교육방식으로 학생과 교 수 모두에게 관심이 높아지고 있다. 기존 학습방법은 단지 학생들에게 많은 지식을 전달하고자 노력하는 것일 뿐이며 이러한 방법으로