A student-centred, problem-based curriculum: 5 years' experience.

In 1987, the University of Sherbrooke's school of medicine implemented a student-centred, problem-based learning (PBL) curriculum. The experience of the first 5 years is reviewed; program goals, the schedule of learning activities, the instructional format and assessment of student learning are described. The new program is more demanding of teachers and requires better faculty training in pedagogy. No new financial resources have been available. The preclinical reform has led to revision of the clerkship, where sessions on clinical reasoning are now based on the PBL philosophy. Student reactions to the program are reported. The Sherbrooke experience has demonstrated that it is both possible and feasible to shift from a traditional to a problem-based curriculum.     

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.     

多学科的PBL课程在口腔医学院的设立

目的：阐述了武汉大学口腔医学院在7年制的本硕连读生中设立多学科PBL课程的过程。方法：在单学科的PBL教学得到了同学和老师的肯定的基础上，我院从2004年开始了多学科的PBL课程的筹备。大约4／5的传统理论大课被保留，其余课时被PBL取代，每年指派3—4名青年教师脱产带教兼任PBL教师。结果：多学科的PBL教学在构建复杂的立体知识构架方面优势明显，但由于传统的应试教育和全新教学理念的冲突，使现行的PBL可能成为教学的“累赘”。     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

加拿大医学教育中以问题为基础学习体系概览

本文对加拿大东西部2所知名院校医学教育的较为成熟的以问题为基础学习课程体系进行了详细介绍与分析,希望能够为国内正在开展或准备开展以问题为基础学习教学的医学院校提供一些有益的信息或可以借鉴参考的样板.     

基础医学课程教学中运用PBL方法的效果分析

通过对学生的问卷调查和专家观察评议，发现在基础医学教学过程中运用PBI，方法，有利于激发学生的学习兴趣，提高学生阅读文献资料及综合运用不同学科知识分析问题的能力；学生对本次教学过程感到满意，认为小组讨论促进了教师、学生之问的相互交流，训练了学生的语言表达能力，为热情参与的学生提供了表现的机会。从调查中还发现，PBL的选题设计应当根据不同年级学生提出不同的教学目标和要求，使学生学会查阅文献、撰写综述、作报告，逐步建立科学的学习和思维方式，培养学生严谨求实的科学态度。     

基础医学课程教学中运用PBL方法的效果分析

通过对学生的问卷调查和专家观察评议,发现在基础医学教学过程中运用PBL方法,有利于激发学生的学习兴趣,提高学生阅读文献资料及综合运用不同学科知识分析问题的能力;学生对本次教学过程感到满意,认为小组讨论促进了教师、学生之间的相互交流,训练了学生的语言表达能力,为热情参与的学生提供了表现的机会.从调查中还发现,PBL的选题设计应当根据不同年级学生提出不同的教学目标和要求,使学生学会查阅文献、撰写综述、作报告,逐步建立科学的学习和思维方式,培养学生严谨求实的科学态度.     

Perception of the faculty regarding problem-based learning as an educational approach in Northwestern Saudi Arabia

Objectives:

To assess the knowledge, attitudes, and practice of medical teachers regarding problem-based learning (PBL) in Northwestern Saudi Arabia.

Methods:

This is a cross-sectional study conducted in the College of Medicine, Taibah University, Al Madinah Al Munawarah, Kingdom of Saudi Arabia, at the beginning of the academic year 2014/2015 where the PBL method had recently been introduced. Medical academic staff (n=110) were invited to participate in the study. Data about staff sociodemographic characteristics, PBL knowledge, attitudes, and practice were collected via a pre-designed structured questionnaire. The collected data were analyzed using appropriate statistical methods.

Results:

The overall response rate was 77.3% (85 out of 110). The proportion of staff having good PBL knowledge was 76.5% (95% CI= 68.5%-84.5%), with the higher proportion being observed among the male staff (79.1%), professors (86%), and associate professors (88%). Significantly higher positive perceptions were found among male and clinical sciences staff. The PBL practice of the studied staff was 35%, with a statistically significant difference observed between male and female staff. Problem-based learning practice was also higher among clinical staff (42%), associate professors (40%), and professors (38%).

Conclusion:

A considerably high proportion of the studied medical staff was found to have good knowledge and favorable attitudes towards PBL. Training courses by the college should be considered for the staffs who have not previously engaged in such learning methods, as well for the junior and new staff.Over the last few decades, a progressive effort has been made to change the method of medical education from traditional, didactic, lecture-based teaching to a more problem-based learning (PBL) approach.1 Problem-based learning is student-centred learning, in which students learn both thinking strategies and domain knowledge. The role of teachers in this type of learning is not just to facilitate the learning process, but also to ensure that learning objectives are met.2,3 Several studies have considered PBL as the most favorable method to prepare students for working in a team, to deal with problems in the future, and acquire the communication, and patient interaction skills necessary to become active self-directed learners, rather than passive recipients of information.4-7 Unlike traditional teaching, PBL helps students acquire the skills of integrated knowledge delivery and information processing, and promote their active participation.7 In the Kingdom of Saudi Arabia, certain medical schools are turning to PBL; this is a strategy used in integrated, community-oriented curricula, with the goal of enhancing the knowledge and professional skills of students. In the last decade, the Aljouf University of Sakakah, the King Saud University of Riyadh, and the King Abdulaziz University of Jeddah have started using PBL for their entire medical program.8-10 The trend is now to embed the PBL approach in all the medical faculties of Saudi Arabia, including the College of Medicine at Taibah University in Madinah. Implementing such a method in medical education not only requires trained human resources, but also a number of preparatory steps, including much planning and organization. An essential step in this process is the preparation and engagement of the faculty so that academics and clinicians become aware of the rationale for the change and work as part of a team in the construction of the new program.7,10-12 Investigating the experience of medical teachers in this method of education is also necessary, and this may encourage the faculty administration to organize PBL training for teachers who have not previously engaged in such a learning method in order to ensure the successful implementation of this approach. Since the College of Medicine at Taibah University planned to implement this approach in the medical educational curricula by the academic year 2014/2015 and since medical teachers would be involved and represent the central position in implementing such a program, it is necessary to review their current background in PBL education. From this point of view, this study aimed to assess the knowledge, attitudes and practice of medical teachers at the College of Medicine at Taibah University regarding PBL.     

Four years of problem-based learning: a student's perspective.

After four years as a student in a medical school using problem-based learning I still find it an excellent way to learn. Group work has developed my personal skills and abilities. Learning how to obtain knowledge on my own has given me independence and confidence. Motivation to study has been encouraged by early clinical experience. Training in critical thinking has been further enhanced by in-depth studies. Medical education at the University of Linkoping has developed over the years and a contributing factor has been students'' involvement in designing the medical training. There are benefits and disadvantages with problem-based learning, but on the whole it is an enjoyable and fruitful experience.     

概念图在基础医学PBL整合课程中的应用

可视化的概念图可培养医学生的自主学习能力、对知识的整合能力以及团队协作能力。概念图也是提高学习效果、建立临床思维的有用工具。在基础医学PBL整合课程中应用概念图,可以促进PBL教学过程中学生进行有意义的学习,增强PBL教学效果。