Problem-based Learning Curriculum: Problems and Possible Solutions

10.6145/jme.201112_15(4).0002

Robert M. K. W. Lee

group learning ； group dynamics ； moral issues ； evaluation ； self-directed learning ； professional behavior

Journal of Medical Education

15卷4期（2011 / 12 / 01）

332 - 342

英文

The use of problem-based learning (PBL) approach in education by medical schools around the world is still evolving based on local environmental factors, such as the willingness and ability of the teachers to adjust to this style of learning, and government regulations. In this article, I will present my personal views on the problems and challenges teachers/tutors may face in different components of a PBL medical education, and suggest some solutions or approaches PBL teachers may wish to consider in confronting or solving these problems. I will focus on lectures, tutorial process, teaching of clinical skills, and evaluation. In the implementation of a PBL curriculum we need to emphasize the following: (1) Self-directed learning aspect of PBL, because through this we can promote life-long learning behavior in our students. This is essential in the face of the current knowledge explosion in all areas of sciences, so that it is not possible to expect our student to learn all the essential knowledge/skills in a limited amount of time during their medical school training. (2) We should choose the evaluation tools appropriately and wisely, emphasizing more on formative than summative evaluation tools. Finally, we should remind and demand our tutors and clinical teachers to serve as good role models to our students, both in learning style and in professional behavior.

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