摘要
目的了解以问题为基础学习（problem—based learning，PBL）教学模式在国内部分医学院校临床教学中的具体实施状况；调查参与过临床医学课程PBL教学的学生对PBL的认识和理解；对目前临床医学课程PBL教学改革提出建议。方法根据文献总结、个例访谈结果设计调查问卷，通过网络平台向国内4所医学院校参与过临床医学课程PBL教学的学生发放调查问卷，回收问卷并对问卷结果进行分析。调查对象包括北京大学医学部各附属医院、复旦大学上海医学院各附属医院、中南大学湘雅医学院、北京协和医学院以及少部分已经工作的北京大学医学部毕业生。结果针对目前临床医学课程PBL教学基本达成如下共识：①PBL教学适合在临床医学课程教学中应用，每个PBL课题讨论完成后需要教师进行总结；②分组方式及小组人数采取随机分配方式，每5名～8名学生为一小组；③座位安排：学生围坐，教师和学生组长位于中间；④教师的课堂角色以引导发言为主；⑤教案应当更加关注人文内容；⑥以病生理为框架讨论患者可能的诊断；⑦病案应当选择常见病；⑧需要配备网络设施。PBL教学中需要进一步探讨的问题有：①是否需要本专业教师带教；②课前是否应当提供与讨论内容相关的信息；③考核和评价方法如何加以完善。结论①PBL教学适合在临床医学课程教学中应用；②有关病案选择、教学设施配备、分组与座位安排、对教师的要求等问题基本达成共识；③授课教师的专业是否需要与PBL所讨论的病例内容一致、课前是否提供与讨论相关信息以及具体考核方式仍然需要进一步探讨。
Objective To study the implementation of problem-based leanaing （PBL） in some medical schools in China; to survey students who have participated in PBL their understanding of PBL concepts; to offer constructive advises to improve PBL in clinical settings in China. Methods The study was conducted through online survey distribution and collection. The survey was designed according to reviewing PBL research literatures and one-on-one interviews about PBL experiences with medical students, instructors, clinicians from different countries. The study subjects were domestic medical students who have participated PBL. Results A total of 124 surveys were collected. The survey revealed the foUowing：① PBL is more suitable for organ system classes, and a summary is necessary at the end of a PBL session ; ② Groups should be randomly assigned, with 5-8 students per group as optimum;③Round table seating is preferred, with the tutor and the leader included in the seating;④The tutor should facilitate discussion;⑤ Humanities should be included in the protocol ; ⑥Pathophysiology as the stem of the PBL questions is more favorable;⑦Common diseases as PBL cases is more suitable for discussion;⑧Internet should be readily a-vailable. The need for further discussion：①Should the tutor specialize in the discussion topic;②Whether the information related to discussion is provided before the class; ③ How to optimized the evaluation methods. Conclusions ① PBL is more suitable for system classes;②Consensus have been reached for group and seating assignments, PBL case selections, teaching facilities, and tutor qualities; ③Tutor background, whether providing related information before the class, and evaluation methods require further investigation.
出处
《中华医学教育杂志》
2012年第5期733-737,共5页
Chinese Journal of Medical Education
基金
2010年北京大学医学部大学生自主创新项目（教育处[2010]评字第24号）
关键词
以问题为基础学习
临床教学
应用
分析
Problem-based Learning
Clinical teaching
Application
Analysis
