• Chia-Ter Chao, Chiao-Lin Tsai, Mong-Wei Lin, Chih-Wei Yang, Chao-Chi Ho, Huey-Ling Chen, Chiun Hsu, and Bor-Ching Sheu.
• Nephrology Division, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan; Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan.
• J Formos Med Assoc. 2022 Oct 1; 121 (10): 2130-2134.

AbstractDigital problem-based learning (PBL) was originally introduced as a means to improve student engagement and increase flexibility. However, its use becomes mandatory during the coronavirus disease 2019 (COVID-19) period, accelerating changes in medical education. Few elaborated on the implementation details of digital PBL curricula. Technical guidance can be important but under-recognized prerequisite of a successful digital PBL session. In National Taiwan University College of Medicine, we established a digital PBL curriculum and previously validated a confidence questionnaire for surveying undergraduate students receiving digital PBL sessions. In this opinion piece, we gleaned multiple procedural details from our experiences based on students'/tutors' feedback, which we summarized in a 5″W″ recommendations (Who), timing/duration (When), location (Where), software/hardware/topics (What), and evaluation aspects (Why). Suggestions on how to optimally prepare for digital PBL session are also provided. We believe that these tips can further facilitate the wide adoption of digital PBL.Copyright © 2021 Formosan Medical Association. Published by Elsevier B.V. All rights reserved.

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