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Objective: The objective of this article is to introduce the e-PBL application experience of a medical faculty in undergraduate medical education program. Materials and methods: The special software for e-PBL application was developed and experienced. The application of e-PBL was carried out in the last two blocks of the Phase 3 program. During the last two blocks, third year students participated in the synchronized e-PBL sessions in small groups. After two years’ pilot studies, E-PBL was applied to all third-year students during the Multisystem and Life Cycle blocks in the years, 2015 and 2016. Students engaged in the phases of PBL steps, orally and in written forms. Sessions were student-centered and tutors only undertook the duty of assessment by monitoring the groups externally and making use of the session records and reports. Results: During the first year application, in light of students’ and tutors’ feedbacks, external motivation sources were identified to be crucial for effective sessions. During the second year application, performance of the groups increased compared to the first year through the implementation of summative assessment criteria and there was a decrease in technical problems. Conclusion: Considering the advantages and restrictions of e-PBL application, a plan was made to carry out the same synthesis blocks at the end of the third year program for consecutive years.
Musal et al. (Sun,) studied this question.