Problem-Based Learning and Education of Doctors_Chinese Journal of Evidence-Based Medicine

Authors：

LIANG Qiang ¹ , QI Zhan ² , LI Juan ³

1. College of Basic Medical Sciences, China Medical University, Shenyang 110001, China 2. College of Clinical Medicine and Pharmacy, China Medical University, Shenyang 110001, China 3. Center for Medical Research and Development, China Medical University, Shenyang 110001, China;

Corresponding author：

Keywords：

Medical education; Global minimum essential requirements in medical education; Problem-based learning; Education of doctoral qualities

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Objective 　To evaluate the role that problem based learning (PBL) teaching plays in the education of doctors.
Methods 　A total of 240 7-year students who entered the China Medical University in Shenyang in 2004 were divided into two groups: one group used PBL teaching model while the second group used a traditional teaching model. There were 120 students in each group. At the end of the teaching, a questionnaire on PBL teaching model was distributed to the both groups. We organized and classified answers to the questionnaire and conducted statistical analyses.
Results 　Problem based learning is a model for education in which students dominate the course, question the case, look for evidence, participate in the group discussion and reach resolution. This emphasizes the process of learning and the training of student abilities, instead of the teaching of knowledge only. PBL is more effective at meeting the requirements of the global minimum essential requirements in medical education (GMER).
Conclusions 　PBL teaching plays an important role in the training of doctors

Citation： LIANG Qiang,QI Zhan,LI Juan. Problem-Based Learning and Education of Doctors. Chinese Journal of Evidence-Based Medicine, 2006, 06(9): 662-666. doi: Copy

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1. 孙宝志. 主编. 临床医学导论. 第2版. 北京: 高等教育出版社; 2003. 43~48.
2. 俞方, 耿晓北, 罗建红. 综合性大学医学教育与医学教育国际标准接轨的研究. 中国高等医学教育, 2005; 1(1): 9~10.
3. Sun BZ. Editor-in-Chief. Introduction of clinical medicine. 2nd Edition. Beijing: Higher Education Press; 2003. 43–48.
4. Yu F, Geng XB, Luo JH. Study of higher medical education of comprehensive university in accordance with international norm. China Higher Medical Education, 2005; 1(1): 9–10.
5. Azer SA. Becoming a student in a PBL course: twelve tips for successful group discussion. Med Teach, 2004; 26(1): 12–15.
6. Groves M, Rourke PO, Alexander H. The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme. Med Teach, 2003; 25(6): 626–631.
7. Duch BJ, Groh SE. The power of problem-based learning. Medical Teacher. Stylas Publishing; 2001. 149–162.

Chinese Journal of Evidence-Based Medicine

Problem-Based Learning and Education of Doctors

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