THE PSYCHOLOGICAL BASIS OF PROBLEM-BASED LEARNING - A REVIEW OF THE EVIDENCE
THE PSYCHOLOGICAL BASIS OF PROBLEM-BASED LEARNING - A REVIEW OF THE EVIDENCE
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DOI：
10.1097/00001888-199209000-00002
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发表时间：
1992-09-01
影响因子：
7.4
通讯作者：
SCHMIDT, HG
中科院分区：
文献类型：
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作者：
NORMAN, GR;SCHMIDT, HG
基于问题的学习（PBL）对学生的学习有一些潜在的优势。PBL课程的学生可能更积极，他们可能是更好的问题解决者和自我导向的学习者，他们可能更好地学习和回忆信息，他们可能更好地将基础科学知识融入临床问题的解决方案。虽然这些说法中的一些找到理论支持的学习心理学的文献，迄今为止，一直没有审查的实验证据支持学生的学习，可以归因于PBL的可能差异。在这篇评论文章中，作者根据这些证据批判性地审查了每一项索赔。他们的结论是：（1）没有证据表明PBL课程在总体上提高了无内容的问题解决技能;（2）以PBL形式学习最初可能会降低学习水平，但在长达几年的时间内，可能会促进知识的保留;（3）有初步证据表明，PBL课程可以促进概念向新问题的迁移，以及基础科学概念与临床问题的整合;（4）PBL能增强学生对学习主题的内在兴趣;（5）PBL能增强学生的自主学习能力，这种增强作用可以保持。
Several potential advantages for students' learning are claimed for problem-based learning (PBL). Students in PBL curricula may be more highly motivated; they may be better problem solvers and self-directed learners; they may be better able to learn and recall information; and they may be better able to integrate basic science knowledge into the solutions of clinical problems. Although some of these claims find theoretical support from the literature on the psychology of learning, to date there has been no review of the experimental evidence supporting the possible differences in students' learning that can be attributed to PBL. In this review article, the authors examine each claim critically in light of that evidence. They conclude that (1) there is no evidence that PBL curricula result in any improvement in general, content-free problem-solving skills; (2) learning in a PBL format may initially reduce levels of learning but may foster, over periods up to several years, increased retention of knowledge; (3) some preliminary evidence suggests that PBL curricula may enhance both transfer of concepts to new problems and integration of basic science concepts into clinical problems; (4) PBL enhances intrinsic interest in the subject matter; and (5) PBL appears to enhance self-directed learning skills, and this enhancement may be maintained.