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Problem solving exercise has been used in clinical education of its potential in providing not only to make clinical judgments but also offers an alternative paradigm for accessing the knowledge of medicine. This study describes an overview of problem solving exercise in medical education and its applicability in teaching large groups of students in our medical institution. The main objectives of this study were to assess the student’s preference and acceptance of problem solving exercise (PSE) and to compare pre and post knowledge scores. The author reviewed the feedback records responded by third-year medical students after the problem solving exercise sessions during medicine tutorial. Quantitative and qualitative mixed design were used. Data were analyzed by using SPSS software for quantitative method. There is a significant difference of knowledge scores between the pre-test and post-test results after evaluating the outcome of hypertension related case scenario assessment. Qualitative analysis on the reasons showed the strengths and weakness of problem solving exercise program. The results were considered in light of future educational methods that underlies the problem solving exercise and its basic research. We concluded that problem solving exercise is the useful teaching learning method in undergraduate medicine professional which achieved higher knowledge gain, a worthwhile experience in clinical practice

Effective Mode of Learning: Knowledge Gain through Problem Solving Exercise during Medicine Tutorial Session