CAJ | 학술논문

以问题为基础学习(problem-based learning，PBL)于20世纪80年代中期引入我国，其作为一种新兴的医学教学模式和方法，正逐渐在我国越来越多的医科院校中开展。然而，在各校有关PBL的教学研究中，却鲜有接受PBL教学的学生表达感触的机会和平台。本文力图从一个医学生的角度和认知水平，就医学生在接受基础医学教育过程中所经历的PBL教学，提出对该教学模式的内涵、教学效果及不足等诸多方面的感受和评价。
이문제위기출학습(problem-based learning，PBL)우20세기80년대중기인입아국，기작위일충신흥적의학교학모식화방법，정축점재아국월래월다적의과원교중개전。연이，재각교유관PBL적교학연구중，각선유접수PBL교학적학생표체감촉적궤회화평태。본문력도종일개의학생적각도화인지수평，취의학생재접수기출의학교육과정중소경력적PBL교학，제출대해교학모식적내함、교학효과급불족등제다방면적감수화평개。
The problem-based learning(PBL)was first introduced into China in 1980s. It is now being accepted by more and more medical colleges as a newly raised teaching method. However, among these few views from students, the object of PBL teaching, are duplicated. In this passage, the views from experiences of the students who undergoes PBL learning in preclinical medicine were stated. It included the feelings on evaluations and suggestions on PBL teaching.