Introducing a problem-based anatomy course in a traditional curriculum: a Croatian experience

Abstract

SUMMARY This paper reports the incorporation of a problem based anatomy course for all 250 students in a traditional curriculum at the School of Medicine University of Zagreb. The challenges that arose during this transition and the institutional solutions include: gaining acceptance within the organization, recruiting and training faculty to teach, locating space for small-group teaching and observing the tutorials for feedback to students and faculty. A short description of the course as well as its evaluations is presented. The end-of-course evaluations indicate a high level of student preference for the active learning process experienced in tutorials, in comparison with the more passive learning experience of lectures.