Teaching statistics to medical students using problem-based learning: the Australian experience.
Teaching statistics to medical students using problem-based learning: the Australian experience.
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DOI：
10.1186/1472-6920-4-31
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发表时间：
2004-12-10
影响因子：
3.6
通讯作者：
Bland JM
中科院分区：
文献类型：
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作者：
Bland JM
基于问题的学习（PBL）作为一种教学方法在英国医学院越来越受欢迎，但统计和研究方法并没有包括在这种教学中。在主课教学中省略统计和研究方法存在很大的弊端。PBL在澳大利亚的医学院已经建立。澳大利亚在基于问题学习的课程中教授统计学和研究方法的经验可以为其他国家提供指导，例如正在引入这种方法的英国。除了两个例外，访问了所有使用PBL的澳大利亚医学院。对统计教师和医学教育专家进行了访谈。对于没有访问的学校，信息是通过电子邮件获得的。澳大利亚没有一所医学院将统计学和研究方法作为一般PBL教学的一部分，以完全整合的方式教授。在一些学校，统计材料是综合的，但分开教授，使用不同的导师。在一所学校，PBL仅用于与“公共卫生”相关的科目。在一些学校，使用更传统技术的平行课程与其他材料的PBL教学同时进行。这种模式不如其他模式成功。在执行综合办法方面有几个困难。然而，不整合对统计学和研究方法教学是有害的，这在循证医学时代尤其值得关注。提出了一些可行的方法。
Problem-based learning (PBL) is gaining popularity as a teaching method in UK medical schools, but statistics and research methods are not being included in this teaching. There are great disadvantages in omitting statistics and research methods from the main teaching. PBL is well established in Australian medical schools. The Australian experience in teaching statistics and research methods in curricula based on problem-based learning may provide guidance for other countries, such as the UK, where this method is being introduced. All Australian medical schools using PBL were visited, with two exceptions. Teachers of statistics and medical education specialists were interviewed. For schools which were not visited, information was obtained by email. No Australian medical school taught statistics and research methods in a totally integrated way, as part of general PBL teaching. In some schools, statistical material was integrated but taught separately, using different tutors. In one school, PBL was used only for 'public health' related subjects. In some, a parallel course using more traditional techniques was given alongside the PBL teaching of other material. This model was less successful than the others. There are several difficulties in implementing an integrated approach. However, not integrating is detrimental to statistics and research methods teaching, which is of particular concern in the age of evidence-based medicine. Some possible ways forward are suggested.