Program Evaluation of Problem-Based Learning Tutorial of Clinical Reasoning with Simulated Patients and Simulators by Medical Students in Japan

Introduction: We conducted problem-based learning (PBL) with simulated patients (SPs) and simulators in a regular class. We obtained evaluation questionnaires from the students and analyzed them to gauge PBL by incorporating the simulator from the student's perspective. Methods: The students were administered two kinds of questionnaires after completing their third-year of clinical reasoning PBL in fiscal year (FY) 2018. The students conducted medical interviews with SPs during both PBL sessions and used the simulator for either PBL. We compared the evaluations with and without the simulator. Results: There were no significant differences in the 17 PBL learning scores and satisfaction levels of both groups. However, there were differences in the reasons for satisfaction and the comments about the PBL forms. Conclusions: There was a certain degree of intellectual satisfaction because SPs participated on both days. We were able to discern the students' motives and expectations according to the lesson format and understand the improvements.