在八年制医学教育中独立开设PBL课程的探索与实践

四川大学医学八年制的培养目标定位于“培养合格的临床医生”,并具有“栋梁型和领导型人才素质及成长的潜质”。对“全球医学教育最基本要求中”提到的“沟通技能”、“信息管理”和“批判性思维和研究”的培养,以PBL(problem-based learning)为代表的“以学生为中心”的教学,较之传统的说教式被动学习模式更有优势。本文从课程设计、组织、实施及评估四个方面介绍了我校根据实情将PBL做为一门单独课程在医学八年制学生中开设的情况,并分析了我校采用这种“独立设课、少量病案、持续多学期”PBL教学模式的原因及其优点与不足。从授之以“鱼”到授之以“渔”的转变,是从教育理念到教学模式的根本性转变,这种“学习的革命”不可能一蹴而就。我们希望通过这门着重“方法与能力”培养的示范性课程,积极引导教师和学生转变观念,逐步完善“以学生为中心”的教学和评估体系,并逐渐向学科课程或系统整合课程渗透。

Exploration and Practice of Problem-Based Learning (PBL) as a Separate Course for 8-year Medical Program

To cultivated competent clinicians with the potential to be future pillars and leaders is the educational objective of an 8-year medical program at the West China School of Medicine , Sichuan University. Problem-based learning (PBL) is more effective than traditional , passive , didactic teaching in training of communication skills , information management and critical thinking and research. These are included in the Global Minimum Essential Requirements in Medical Education (GMER). We introduce our practice of PBL as a separate course for the 8-year medical program , including its design , preparation , implementation and evaluation. We discuss why it is designed as a separate course and implemented in multiple semesters with fewer cases in each semester. The move from giving a fish to people to teaching people how to fish , and from teacher-centered to student-centered teaching is a radical transformation of educational concepts and the traditional teaching-and-learning model. Such a change cannot happen in a single step and we hope that this model PBL course , focusing on training in methods and skills , will facilitate the concept transformation and the involvement of all our teachers and students. This should help our teaching to evolve continuously , develop a system for evaluating PBL and lead to the gradual incorporation of PBL into our discipline-based courses or organ system-based courses.