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PBL was evaluated in the course of nursing education for three years as problem solution, self-learning, integrated learning, and communication skills. The students who entered this school in 2000 – 2002 were examined. The students themselves evaluated each session and tutor, with the same evaluation format. In the three groups, the grand mean of the self-evaluation in each school year was elevated year-to-year (p<.001), while that of evaluated elements significantly increased (p<.001). Self-evaluation of communication skills became the highest. The usefulness of PBL is supported by using the evaluation scale the appropriate problems, and tutoring capabilities.
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