在八年制医学教育中独立开设PBL课程的探索与实践  

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

作　　者：卿平[1] 姚巡[1] 程南生[2] 曾静[3] 蒋莉莉[4] 万学红[1] 

机构地区：[1]四川大学华西临床医学院教务部,成都610041 [2]四川大学华西医院外科,成都610041 [3]四川大学华西医院内科,成都610041 [4]四川大学华西医院病理科,成都610041

出　　处：《中国循证医学杂志》2007年第5期397-402,共6页Chinese Journal of Evidence-based Medicine

基　　金：美国纽约中华医学基金会资助(编号CMB-00-721)。

摘　　要：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。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. Sucha 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.

关 键 词：反问题为基础的学习 PBL 医学八年制 课程改革 以学生为中心 

分 类 号：R-4[医药卫生]