ABSTRACT
Introduction: Our school adopted team-based learning （TBL） in symptomatology classes for fourth-year students in 2010.<br>Method: This study examined the effects and problems of using a questionnaire survey involving students.<br>Results: The final scores of the students were distributed widely between approximately 65 to 90 points, indicating that TBL increased the spread of scores. The results of the survey showed that many students considered TBL to be a more effective approach than class-based learning, but most students showed an unfavorable attitude toward peer assessment. However, the results of multiple linear regression analysis showed no correlation between the survey results and final scores. The students who did not work together had better scores than students who did （p＝0.048）.<br>Discussion: The findings suggest that students’ scores after TBL are correlated with those after class-based teaching and that TBL helps improve students’ scores, especially those for case-study questions.
ABSTRACT
The objective structured clinical examination (OSCE) is expected to be used for the Japanese medical license exami-nation (Advanced OSCE). An Advanced OSCE trial was conducted at Hyogo College of Medicine. We examined 96 stu-dents in 11 areas in 1 day with 58 examiners, 5 simulated patients, 70 student volunteers, and 34 clerks. According to thequestionnaire filled out by the students and examiners, this trial was moderately or rather difficult. This trial suggeststhat the Advanced OSCE can be used for the license examination, although some aspects should be improved.