Implementation of problem-based learning in Asian medical schools and students' perceptions of their experience
Implementation of problem-based learning in Asian medical schools and students' perceptions of their experience
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DOI：
10.1046/j.1365-2923.2003.01489.x
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发表时间：
2003-05-01
影响因子：
6
通讯作者：
Khoo, HE
中科院分区：
文献类型：
--
作者：
Khoo, HE
背景自1969年麦克马斯特大学引入以问题为基础的学习（PBL）以来，美国、加拿大和欧洲的许多医学院都将PBL纳入其课程。在过去的十年里，亚洲的许多医学院也这样做了。然而，到目前为止，还没有人质疑是否在PBL设置的学习者预期的结果是适用于学生从不同的文化adbringings.Aim本研究的目的是调查PBL在亚洲医学院校的实施，学生对这种新教学模式的看法方法收集了一些亚洲医学院校实施PBL的公开报告和会议报告，结果多数亚裔医学院校及其学生对PBL课程的适应性持积极态度，并对亚裔学生和其他族裔学生实施PBL的经验进行了比较。积极和消极的观察结果似乎与非亚洲医学院的经验相似。在实施PBL的早期阶段，亚洲医学院的学生出现的问题似乎已经克服了一段时间的调整与支持和开明的导师的帮助下。报告还建议，触发问题应精心设计，使他们相关和有趣的student.Conclusion学术管理人员（院长和其他工作人员负责实施的课程）的大力支持，在引入PBL到课程和教师和学生的精心培训似乎是关键因素，以确保成功实施PBL在亚洲医学院校。
Background Since the introduction of problem-based learning (PBL) at McMaster University in 1969, many medical schools in the USA, Canada and Europe have included PBL in their curricula. In the past decade, many medical schools in Asia have also done so. However, so far no one has questioned whether the outcomes expected of the learner in a PBL setting are applicable to students from different cultural upbringings.Aim The aim of this study was to investigate the implementation of PBL in Asian medical schools, their students' perceptions of this new mode of teaching/learning and how the problems that have arisen may be overcome.Method Published reports and conference presentations were gathered on the implementation of PBL in some Asian medical schools and comparisons of the experiences in PBL of Asian and students of other ethnic backgrounds.Results Most Asian medical schools and their students appear to be positive about adapting to PBL in their curriculum. The positive and negative observations appear to be similar to those experienced in non-Asian medical schools. The problems that arose for students in Asian medical schools in the early stages of implementing PBL appear to have been overcome after a period of adjustment with the help of supportive and open-minded tutors. The reports also suggested that trigger problems should be carefully designed to make them relevant and interesting for the students.Conclusion Strong support from the academic administrators (dean and other staff responsible for implementation of the curriculum) in the introduction of PBL into the curriculum and careful training of both faculty and students appear to be key factors to ensure the successful implementation of PBL in Asian medical schools.