Background: Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. Methods: A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process.
The work "Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research" explored a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context REF .
Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research