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find Keyword "问题导向学习" 3 results
  • Adoption of PBL in Medical Education: Experience at Chung Shan Medical University

    The main approaches to medical education reform that have been introduced elsewhere in the world, including the integration of basic and clinical sciences into organ-based model, the establishment of a Center for Faculty Development and problem-based learning (PBL) have been introduced to the College of Medicine, Chung Shan Medical University (CSMU) since the mid 1990s. The process of developing the PBL approach can be divided into the following stages: Observation (1994-2000): In this stage, CSMU observed the practice and effectiveness of PBL programs in other domestic and foreign medical schools. At the same time, we assessed the possibility of introducing PBL to Chung Shan. When the authority decided to introduce PBL, a PBL committee was inaugurated. Preparation (2000-2002): In this stage, tutor training took place, as well as PBL case writing workshops to reach consensus among the faculty. To reduce the total amount of curricula and traditional teaching hours, we combined and simplified related curricula, so that one and half weekdays were reserved for PBL tutorials and students’ self-study. A preliminary course about how to learn well, including the philosophy and methodology of learning as well as evidence-based medicine (EBM), was integrated into premedical curricula. Practice (2002-2004): In light of the number of trained tutors and written cases that have been prepared, and the desire that the PBL would be successful from the start, CSMU chose to introduce PBL to the clinical curricula first in a hybrid curriculum design. This meant that the traditional teaching was retained at the beginning. Evaluation of PBL by the students was done at the end of each semester. Tutor meetings were held twice per semester. Advancement (2004-2006): In this stage, PBL was introduced to the basic medical curricula as well as to the premedical general curricula. Based on our experience and comprehensive evaluation, a PBL guidebook for tutors and students has been published and delivered to both groups. We also developed an on-line evaluation system containing the evaluation forms for students and tutors. Excellence (2006 onwards): In this stage, the PBL website and learning resources will be further developed, and we are designing the system for on-line PBL practice.In conclusion, the introduction to PBL for medical education is reasonable and feasible. It requires b administrative support, a long-standing and high commitment of the PBL committee, consensus among the faculty and an appropriate planning and evaluation mechanism.

    Release date:2016-09-07 02:17 Export PDF Favorites Scan
  • Diversified Teaching Methods of Medical Physiology: Effects on Examination-Forced Study

    Objective To diversify the methods of human physiology teaching for medical students at Chang Gung University College of Medicine. Methods We divided the grades of semester evaluation for physiology into two parts: 70% for lecture-examinations, 30% for non-examination-associated learning model including oral presentation of a scientific paper (conference), problem-based learning (PBL) performance, and quizzes. Results By a questionnaire survey at the end of the semester, we found that students were willing to spend time preparing non-examination-associated learning model; and from their own evaluations, the effectiveness of non-examination-associated learning was comparable to lecture-examination methods. Conclusion We conclude that from this analysis of students’ learning attitude and actual time (in hours per week) spent in each learning models, non-examination-associated learning model is well accepted and appeares to be as effective as traditional examination-forced study.

    Release date:2016-09-07 02:18 Export PDF Favorites Scan
  • EBM联合PBL教学模式在医学本科生临床见习中的应用

    提高医务人员的临床业务能力,培养更多具备扎实临床技能的医务人员,可以满足人民对高质量健康生活的不断追求。而如何立足临床医学本科教育,积极探索先进的教学模式,是培养优秀临床医生的基石。将循证医学(Evidence based medicine,EBM)引入到问题导向学习(Problem based learning,PBL)教学法中,可以更加高效地提高学生发现问题并寻找问题答案的积极性,为将来快速提升临床疾病处理能力奠定扎实基础。本研究将四川大学华西临床医学院的临床见习本科生作为研究对象,按照随机数字表将学生随机分为PBL组和EBM+PBL组,评估对比两种教学模式的教学效果和满意度。结果发现,与PBL组相比,EBM联合PBL教学模式可以充分激发学生的主动学习意识,提高临床相关知识的掌握情况,培养学生的临床思维能力与团队合作精神,为将来成为一名合格的临床医师奠定基础。

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