Exploration and Practice of Problem-Based Learning (PBL) as a Separate Course for 8-year Medical Program_Chinese Journal of Evidence-Based Medicine

Authors：

QING Ping ¹ , YAO Xun ¹ , CHEN Nansheng ² , ZENG Jing ³ , JIANG Lili ⁴ ,  WAN Xuehong ¹

1. Department of Teaching Affairs, West China School of Medicine, Sichuan University, Chengdu 610041, China2. Department of Surgery, West China Hospital, Sichuan University, Chengdu 610041, China3. Department of Internal Medicine, West China Hospital, Sichuan University, Chengdu 610041, China4. Department of Pathology, West China Hospital, Sichuan University, Chengdu 610041, China;

Corresponding author：

WAN Xuehong, Email: xhwan929@163.com

Keywords：

Problem-based learning; PBL; 8-year Medical Program; Course reform; Student-centered

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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. Such a 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.

Citation： QING Ping,YAO Xun,CHEN Nansheng,ZENG Jing,JIANG Lili,WAN Xuehong. Exploration and Practice of Problem-Based Learning (PBL) as a Separate Course for 8-year Medical Program. Chinese Journal of Evidence-Based Medicine, 2007, 07(5): 397-402. doi: Copy

1.	Zhang ZD, Zhou TF. Global minimum essential requirements in medical education. 1st edition. Beijing: Higher Education Press; 2002.
2.	Lu XP, Wang BR, Chen JY. Problem-oriented Learning: Literature Review and Locking into the Future. Northwest Medical Education, 2006, 14(4):378-380.
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4.	Ji XH, Wang JF, Ma Y. Discussing on a few critical issues concerning long length of schooling of clinical medical education in China. Medical Education, 2004, (6): 7-9.
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6.	Li ZS, Xian LQ, Liang CH. Evaluation of Student Performance in a Problem-based Learning Curriculum. Researches in Medical Education, 2004, 3(3):25-27.
7.	Li MZ, Yang RH, Li SX, et al. Adoption of PBL in Medical Education: Experience at Chung Shan Medical University. Chinese Journal of Evidence-based Medicine, 2006, 6(10): 699-703.
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10.	Savery JR. Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 2006, 1(1):9-20.
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13.	陆希平, 王本荣, 陈家玉. 问题导向学习: 文献回顾与未来展望. 西北医学教育, 2006, 14(4):378-380.
14.	Tai-pong Lam, Wan X-h, Ip MS-m. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
15.	陈立章, 彭红, 易露茜, 等. 积极探索八年制医学教育努力培养高素质医学人才. 医学教育, 2005, (5): 10-11.
16.	季晓辉, 王锦帆, 马艳. 关于我国长学制临床医学教育若干重要问题的探讨. 医学教育, 2004, (6): 7-9.
17.	夏欧东, 林新宏, 曾志嵘, 等. 八年制医学教育培养目标探讨. 医学教育探索, 2006, 5(10): 900-901.
18.	李泽生, 冼利青, 梁彩花. 运用教育评价理论, 评定PBL学生的学业成绩.医学教育探索, 2004, 3(3): 25-27.
19.	Clarence H Braddock, Elizabeth Eckstrom, Haidet P. The “New Revolution” in Medical Education. J Gen Intern Med, 2004, 19(5): 610-611.
20.	FW H. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med,1998, 73(4): 403-407.
21.	Bernadt IN. National exit exam needed to test core knowledge. The Medical Journal of Australia, 2006, 185(1): 53.
22.	李孟智, 杨仁宏, 李淑杏, 等. 中山医学大学医学院如何推动问题导向学习. 中国循证医学杂志, 2006, 6(10): 699-703.
23.	Michael J. Where’s the evidence that active learning works. Advan Physiol Edu, 2006, (30): 159-167.

1. Zhang ZD, Zhou TF. Global minimum essential requirements in medical education. 1st edition. Beijing: Higher Education Press; 2002.
2. Lu XP, Wang BR, Chen JY. Problem-oriented Learning: Literature Review and Locking into the Future. Northwest Medical Education, 2006, 14(4):378-380.
3. Chen LZ, Peng H, Yi LQ, et al. Actively explore the eight-year clinical medical education to train high quality medical students. Medical Education, 2005, (5): 10-11.
4. Ji XH, Wang JF, Ma Y. Discussing on a few critical issues concerning long length of schooling of clinical medical education in China. Medical Education, 2004, (6): 7-9.
5. Xia OD, Lin XH, Zeng ZR, et al. Exploration on the Objective of Talent-cultivation in 8-year-system Medical Education. Researches in Medical Education, 2006, 5(10): 900-901.
6. Li ZS, Xian LQ, Liang CH. Evaluation of Student Performance in a Problem-based Learning Curriculum. Researches in Medical Education, 2004, 3(3):25-27.
7. Li MZ, Yang RH, Li SX, et al. Adoption of PBL in Medical Education: Experience at Chung Shan Medical University. Chinese Journal of Evidence-based Medicine, 2006, 6(10): 699-703.
8. 张肇达, 周同甫. 全球医学教育最低基本要求. 第1版. 北京: 高等教育出版社; 2002.
9. Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev, 2007, (19):49-61.
10. Savery JR. Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 2006, 1(1):9-20.
11. SILVIA MAMEDE, SCHMIDT HG, R.NORMAN G. Innovations in Problem-based Learning: What can we Learn from Recent Studies? Advances in Health Sciences Education, 2006(11):403-422.
12. Susarla SM, Medina-Martinez N, Howell TH, et al. Problem-based learning: effects on standard outcomes. J dent Educ, 2003, 67(9):1003-1010.
13. 陆希平, 王本荣, 陈家玉. 问题导向学习: 文献回顾与未来展望. 西北医学教育, 2006, 14(4):378-380.
14. Tai-pong Lam, Wan X-h, Ip MS-m. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
15. 陈立章, 彭红, 易露茜, 等. 积极探索八年制医学教育努力培养高素质医学人才. 医学教育, 2005, (5): 10-11.
16. 季晓辉, 王锦帆, 马艳. 关于我国长学制临床医学教育若干重要问题的探讨. 医学教育, 2004, (6): 7-9.
17. 夏欧东, 林新宏, 曾志嵘, 等. 八年制医学教育培养目标探讨. 医学教育探索, 2006, 5(10): 900-901.
18. 李泽生, 冼利青, 梁彩花. 运用教育评价理论, 评定PBL学生的学业成绩.医学教育探索, 2004, 3(3): 25-27.
19. Clarence H Braddock, Elizabeth Eckstrom, Haidet P. The “New Revolution” in Medical Education. J Gen Intern Med, 2004, 19(5): 610-611.
20. FW H. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med,1998, 73(4): 403-407.
21. Bernadt IN. National exit exam needed to test core knowledge. The Medical Journal of Australia, 2006, 185(1): 53.
22. 李孟智, 杨仁宏, 李淑杏, 等. 中山医学大学医学院如何推动问题导向学习. 中国循证医学杂志, 2006, 6(10): 699-703.
23. Michael J. Where’s the evidence that active learning works. Advan Physiol Edu, 2006, (30): 159-167.

Chinese Journal of Evidence-Based Medicine

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

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