Application of “problem-based learning” - dominated teaching mode in medical undergraduate teaching_West China Medical Journal

Authors：

TAN Huixin ¹ , LIAO Lingyi ¹ ,  GAO Qiang ^1,2

1. Rehabilitation Medicine Center, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Rehabilitation Medicine Key Laboratory of Sichuan Province, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

GAO Qiang, Email: gaoqiang_hxkf@163.com

Keywords：

Problem-based learning; Medical undergraduate teaching; Application progress

DOI：

10.7507/1002-0179.201908034

Video：

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“Problem - based learning” has become a teaching model widely used in medical undergraduate classroom teaching. In this model, the answers to questions, relevant facts or concepts are not presented directly by the lecturer. The complex questions raised by students are used as a tool to help students learn relevant concepts and principles. This paper discusses the teaching model based on “problem-based learning”, including “problem-based learning” combined with new technologies (new media, three-dimensional printing technology, wisdom teaching), and other teaching mode (case-based learning, lecture-based learning, etc.), as well as the progress in the application of these patterns in clinical teaching of undergraduate course, and analyzes its advantages and disadvantages, hoping to provide a reference for medical undergraduate teaching mode.

Citation： TAN Huixin, LIAO Lingyi, GAO Qiang. Application of “problem-based learning” - dominated teaching mode in medical undergraduate teaching. West China Medical Journal, 2020, 35(5): 599-602. doi: 10.7507/1002-0179.201908034 Copy

1.	宋向秋, 肖海, 李志平. PBL 教學法的發展歷程及對中國醫學教育的影響. 中國高等醫學教育, 2013(7): 96-97.
2.	王桂芝, 劉紅, 王瑩, 等. 我國 PBL 和 LBL 教學模式的外科教學效果比較的 meta 分析. 中國循證醫學雜志, 2013, 13(11): 1313-1317.
3.	Barrows HS. A taxonomy of problem-based learning methods. Med Educ, 1986, 20(6): 481-486.
4.	Arag?o JA, Freire MRM, Nolasco Farias LG, et al. Prevalence of depressive symptoms among medical students taught using problem-based learning versus traditional methods. IntJ Psychiatry Clin Pract, 2018, 22(2): 123-128.
5.	Awan ZA, Awan AA, Alshawwa L, et al. Assisting the integration of social media in problem-based learning sessions in the faculty of medicine at king abdulaziz university. Med Teach, 2018, 40(sup1): S37-S42.
6.	李遠峰, 任樹軍, 宋寒冰, 等. LBL 教學法與 PBL 教學法的比較與應用. 科技經濟導刊, 2019, 27(23): 154-155.
7.	Kwon K, Saparova D, Hoffman K. Online lecture capturing system: expected and actual effects of implementation in a problem-based learning medical curriculum. Med Teach, 2015, 37(6): 578-584.
8.	Saunders TR, Dejbakhsh S. Problem-based learning in undergraduate dental education: faculty development at the University of Southern California School of Dentistry. J Prosthodont, 2007, 16(5): 394-399.
9.	Saqr M, Fors U, Nouri J. Using social network analysis to understand online problem-based learning and predict performance. PLoS One, 2018, 13(9): e0203590.
10.	鄭朝暉, 張葵, 李治琴, 等. 微信輔助 PBL 聯合 LBL 教學法在八年制醫學生《臨床免疫學》教學中的應用評價. 北京醫學, 2018, 40(11): 1098-1100.
11.	李鵬程, 陳奇剛, 顧力華, 等. 微信平臺輔助 PBL 教學在康復治療學臨床實踐中的應用研究. 按摩與康復醫學, 2019, 10(3): 86-88.
12.	王旭, 董君楓, 黃松, 等. 基于新媒體技術的醫學院校 PBL 教學模式與教室建設探究. 中國醫學裝備, 2019, 16(5): 113-116.
13.	Zeng F, Deng G, Wang Z, et al. WeChat: a new clinical teaching tool for problem-based learning. Int J Med Educ, 2016, 7: 119-121.
14.	Zhang W, Li ZR, Li Z. WeChat as a platform for problem-based learning in a dental practical clerkship: feasibility study. J Med Internet Res, 2019, 21(3): e12127.
15.	郭占鵬, 黃米娜, 李秀華, 等. 3D 打印技術在骨科 PBL 臨床教學中的應用. 中國繼續醫學教育, 2017, 9(9): 19-21.
16.	唐夢齡, 趙翔, 陳坤. 3D 打印聯合 PBL 教學促進骨科教學效果的系統綜述. 中國醫學教育技術, 2019, 33(1): 75-78, 91.
17.	Alghamdi A. Simulation system for radiology education integration of physical and virtual realities: Overview and software considerations. J Health Spec, 2015, 3(3): 144-152.
18.	曾憶安, 李英, 彭建軍. 基于一體化智能型多媒體教室設備系統的選型. 計算機與網絡, 2014(21): 54-57.
19.	劉亞蘭, 陳燕, 蔡馥丞. e-PBL 嵌合 CBL 教學模式在兒科培養臨床思維能力的應用. 中國病案, 2018, 19(11): 75-77.
20.	黃海鵬, 徐小龍, 黃福, 等. VR 技術在泌尿外科教學中的應用. 中國繼續醫學教育, 2019, 11(17): 34-36.
21.	喬振華, 左佳斌. VR 技術在口腔教學中的應用. 電腦知識與技術, 2019, 15(20): 278-279.
22.	趙天生, 莫冰, 劉金輝, 等. 雨課堂在醫學微生物學教學中的應用. 教育教學論壇, 2020(3): 225-227.
23.	林心君, 張春霞, 陳錦團, 等. PBL 結合 CBL 教學方法在診斷學教學中的應用. 廣西中醫藥大學學報, 2017, 20(3): 81-83.
24.	Srinivasan M, Wilkes M, Stevenson F, et al. Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Acad Med, 2007, 82(1): 74-82.
25.	蔡靜怡, 謝朝陽, 余路新, 等. PBL 聯合 CBS 教學法在臨床血液學檢驗技術教學中的應用. 中國醫藥導報, 2018, 15(34): 77-80.
26.	張鑫, 王慧, 張培楠, 等. PBL 聯合 CBL 教學法在五年制骨科臨床教學中的應用. 中國病案, 2016, 17(4): 87-90.
27.	龐再林, 簡斌, 溫澤霖, 等. PBL 與 CBL 相結合教學法在普外科臨床實習中的應用研究. 衛生職業教育, 2014, 32(10): 103-105.
28.	劉彥晶, 李婷. PBL 與 LBL 教學模式在肝膽內科臨床帶教中的應用. 中國中醫藥現代遠程教育, 2012, 10(11): 43-44.
29.	高雪. 基于問題的學習(PBL)在醫學教育中的利與弊. 基礎醫學與臨床, 2014, 34(1): 142-144.
30.	Yue JY, Chen J, Dou WG, et al. Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education. BMC Med Educ, 2018, 18(1): 183.
31.	Jia X, Zeng W, Zhang Q. Combined administration of problem- and lecture-based learning teaching models in medical education in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore), 2018, 97(43): e11366.
32.	陳玉霞, 賈光素, 黃琴蓉, 等. 兒童康復臨床實習中使用 ICF-CY 指導下 CBL+PBL 雙軌教學模式的應用. 教育教學論壇, 2019(2): 172-174.
33.	張占海. CBL、PBL 結合 TBL 教學法在心血管疾病臨床實習中的應用. 中國社區醫師, 2015, 31(15): 168-169.
34.	Fan C, Jiang B, Shi X, et al. Update on research and application of problem-based learning in medical science education. Biochem Mol Biol Educ, 2018, 46(2): 186-194.
35.	Cavanagh A, Vanstone M, Ritz S. Problems of problem-based learning: towards transformative critical pedagogy in medical education. Perspect Med Educ, 2019, 8(1): 38-42.
36.	Burgess A, Roberts C, Ayton T, et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ, 2018, 18(1): 74.

1. 宋向秋, 肖海, 李志平. PBL 教學法的發展歷程及對中國醫學教育的影響. 中國高等醫學教育, 2013(7): 96-97.
2. 王桂芝, 劉紅, 王瑩, 等. 我國 PBL 和 LBL 教學模式的外科教學效果比較的 meta 分析. 中國循證醫學雜志, 2013, 13(11): 1313-1317.
3. Barrows HS. A taxonomy of problem-based learning methods. Med Educ, 1986, 20(6): 481-486.
4. Arag?o JA, Freire MRM, Nolasco Farias LG, et al. Prevalence of depressive symptoms among medical students taught using problem-based learning versus traditional methods. IntJ Psychiatry Clin Pract, 2018, 22(2): 123-128.
5. Awan ZA, Awan AA, Alshawwa L, et al. Assisting the integration of social media in problem-based learning sessions in the faculty of medicine at king abdulaziz university. Med Teach, 2018, 40(sup1): S37-S42.
6. 李遠峰, 任樹軍, 宋寒冰, 等. LBL 教學法與 PBL 教學法的比較與應用. 科技經濟導刊, 2019, 27(23): 154-155.
7. Kwon K, Saparova D, Hoffman K. Online lecture capturing system: expected and actual effects of implementation in a problem-based learning medical curriculum. Med Teach, 2015, 37(6): 578-584.
8. Saunders TR, Dejbakhsh S. Problem-based learning in undergraduate dental education: faculty development at the University of Southern California School of Dentistry. J Prosthodont, 2007, 16(5): 394-399.
9. Saqr M, Fors U, Nouri J. Using social network analysis to understand online problem-based learning and predict performance. PLoS One, 2018, 13(9): e0203590.
10. 鄭朝暉, 張葵, 李治琴, 等. 微信輔助 PBL 聯合 LBL 教學法在八年制醫學生《臨床免疫學》教學中的應用評價. 北京醫學, 2018, 40(11): 1098-1100.
11. 李鵬程, 陳奇剛, 顧力華, 等. 微信平臺輔助 PBL 教學在康復治療學臨床實踐中的應用研究. 按摩與康復醫學, 2019, 10(3): 86-88.
12. 王旭, 董君楓, 黃松, 等. 基于新媒體技術的醫學院校 PBL 教學模式與教室建設探究. 中國醫學裝備, 2019, 16(5): 113-116.
13. Zeng F, Deng G, Wang Z, et al. WeChat: a new clinical teaching tool for problem-based learning. Int J Med Educ, 2016, 7: 119-121.
14. Zhang W, Li ZR, Li Z. WeChat as a platform for problem-based learning in a dental practical clerkship: feasibility study. J Med Internet Res, 2019, 21(3): e12127.
15. 郭占鵬, 黃米娜, 李秀華, 等. 3D 打印技術在骨科 PBL 臨床教學中的應用. 中國繼續醫學教育, 2017, 9(9): 19-21.
16. 唐夢齡, 趙翔, 陳坤. 3D 打印聯合 PBL 教學促進骨科教學效果的系統綜述. 中國醫學教育技術, 2019, 33(1): 75-78, 91.
17. Alghamdi A. Simulation system for radiology education integration of physical and virtual realities: Overview and software considerations. J Health Spec, 2015, 3(3): 144-152.
18. 曾憶安, 李英, 彭建軍. 基于一體化智能型多媒體教室設備系統的選型. 計算機與網絡, 2014(21): 54-57.
19. 劉亞蘭, 陳燕, 蔡馥丞. e-PBL 嵌合 CBL 教學模式在兒科培養臨床思維能力的應用. 中國病案, 2018, 19(11): 75-77.
20. 黃海鵬, 徐小龍, 黃福, 等. VR 技術在泌尿外科教學中的應用. 中國繼續醫學教育, 2019, 11(17): 34-36.
21. 喬振華, 左佳斌. VR 技術在口腔教學中的應用. 電腦知識與技術, 2019, 15(20): 278-279.
22. 趙天生, 莫冰, 劉金輝, 等. 雨課堂在醫學微生物學教學中的應用. 教育教學論壇, 2020(3): 225-227.
23. 林心君, 張春霞, 陳錦團, 等. PBL 結合 CBL 教學方法在診斷學教學中的應用. 廣西中醫藥大學學報, 2017, 20(3): 81-83.
24. Srinivasan M, Wilkes M, Stevenson F, et al. Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Acad Med, 2007, 82(1): 74-82.
25. 蔡靜怡, 謝朝陽, 余路新, 等. PBL 聯合 CBS 教學法在臨床血液學檢驗技術教學中的應用. 中國醫藥導報, 2018, 15(34): 77-80.
26. 張鑫, 王慧, 張培楠, 等. PBL 聯合 CBL 教學法在五年制骨科臨床教學中的應用. 中國病案, 2016, 17(4): 87-90.
27. 龐再林, 簡斌, 溫澤霖, 等. PBL 與 CBL 相結合教學法在普外科臨床實習中的應用研究. 衛生職業教育, 2014, 32(10): 103-105.
28. 劉彥晶, 李婷. PBL 與 LBL 教學模式在肝膽內科臨床帶教中的應用. 中國中醫藥現代遠程教育, 2012, 10(11): 43-44.
29. 高雪. 基于問題的學習(PBL)在醫學教育中的利與弊. 基礎醫學與臨床, 2014, 34(1): 142-144.
30. Yue JY, Chen J, Dou WG, et al. Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education. BMC Med Educ, 2018, 18(1): 183.
31. Jia X, Zeng W, Zhang Q. Combined administration of problem- and lecture-based learning teaching models in medical education in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore), 2018, 97(43): e11366.
32. 陳玉霞, 賈光素, 黃琴蓉, 等. 兒童康復臨床實習中使用 ICF-CY 指導下 CBL+PBL 雙軌教學模式的應用. 教育教學論壇, 2019(2): 172-174.
33. 張占海. CBL、PBL 結合 TBL 教學法在心血管疾病臨床實習中的應用. 中國社區醫師, 2015, 31(15): 168-169.
34. Fan C, Jiang B, Shi X, et al. Update on research and application of problem-based learning in medical science education. Biochem Mol Biol Educ, 2018, 46(2): 186-194.
35. Cavanagh A, Vanstone M, Ritz S. Problems of problem-based learning: towards transformative critical pedagogy in medical education. Perspect Med Educ, 2019, 8(1): 38-42.
36. Burgess A, Roberts C, Ayton T, et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ, 2018, 18(1): 74.

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