中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2012年
5期
733-737
,共5页
以问题为基础学习%临床教学%应用%分析
以問題為基礎學習%臨床教學%應用%分析
이문제위기출학습%림상교학%응용%분석
Problem-based Learning%Clinical teaching%Application%Analysis
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.
目的 瞭解以問題為基礎學習(problem-based learning,PBL)教學模式在國內部分醫學院校臨床教學中的具體實施狀況；調查參與過臨床醫學課程PBL教學的學生對PBL的認識和理解；對目前臨床醫學課程PBL教學改革提齣建議.方法 根據文獻總結、箇例訪談結果設計調查問捲,通過網絡平檯嚮國內4所醫學院校參與過臨床醫學課程PBL教學的學生髮放調查問捲,迴收問捲併對問捲結果進行分析.調查對象包括北京大學醫學部各附屬醫院、複旦大學上海醫學院各附屬醫院、中南大學湘雅醫學院、北京協和醫學院以及少部分已經工作的北京大學醫學部畢業生.結果 針對目前臨床醫學課程PBL教學基本達成如下共識:①PBL教學適閤在臨床醫學課程教學中應用,每箇PBL課題討論完成後需要教師進行總結；②分組方式及小組人數採取隨機分配方式,每5名～8名學生為一小組；③座位安排:學生圍坐,教師和學生組長位于中間；④教師的課堂角色以引導髮言為主；⑤教案應噹更加關註人文內容；⑥以病生理為框架討論患者可能的診斷；⑦病案應噹選擇常見病；⑧需要配備網絡設施.PBL教學中需要進一步探討的問題有:①是否需要本專業教師帶教；②課前是否應噹提供與討論內容相關的信息；③攷覈和評價方法如何加以完善.結論 ①PBL教學適閤在臨床醫學課程教學中應用；②有關病案選擇、教學設施配備、分組與座位安排、對教師的要求等問題基本達成共識；③授課教師的專業是否需要與PBL所討論的病例內容一緻、課前是否提供與討論相關信息以及具體攷覈方式仍然需要進一步探討.
목적 료해이문제위기출학습(problem-based learning,PBL)교학모식재국내부분의학원교림상교학중적구체실시상황；조사삼여과림상의학과정PBL교학적학생대PBL적인식화리해；대목전림상의학과정PBL교학개혁제출건의.방법 근거문헌총결、개례방담결과설계조사문권,통과망락평태향국내4소의학원교삼여과림상의학과정PBL교학적학생발방조사문권,회수문권병대문권결과진행분석.조사대상포괄북경대학의학부각부속의원、복단대학상해의학원각부속의원、중남대학상아의학원、북경협화의학원이급소부분이경공작적북경대학의학부필업생.결과 침대목전림상의학과정PBL교학기본체성여하공식:①PBL교학괄합재림상의학과정교학중응용,매개PBL과제토론완성후수요교사진행총결；②분조방식급소조인수채취수궤분배방식,매5명～8명학생위일소조；③좌위안배:학생위좌,교사화학생조장위우중간；④교사적과당각색이인도발언위주；⑤교안응당경가관주인문내용；⑥이병생리위광가토론환자가능적진단；⑦병안응당선택상견병；⑧수요배비망락설시.PBL교학중수요진일보탐토적문제유:①시부수요본전업교사대교；②과전시부응당제공여토론내용상관적신식；③고핵화평개방법여하가이완선.결론 ①PBL교학괄합재림상의학과정교학중응용；②유관병안선택、교학설시배비、분조여좌위안배、대교사적요구등문제기본체성공식；③수과교사적전업시부수요여PBL소토론적병례내용일치、과전시부제공여토론상관신식이급구체고핵방식잉연수요진일보탐토.
Objective To study the implementation of problem-based learning (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 following:①PBL is more suitable for organ system classes,and a summary is necessary at the end of a PBL session;②Groups 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;⑤Humanities 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 available.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; ③)Tutor background,whether providing related information before the class,and evaluation methods require further investigation.
