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 教学法的发展历程及对中国医学教育的影响. 中国高等医学教育, 2013(7): 96-97.
2.	王桂芝, 刘红, 王莹, 等. 我国 PBL 和 LBL 教学模式的外科教学效果比较的 meta 分析. 中国循证医学杂志, 2013, 13(11): 1313-1317.
3.	Barrows HS. A taxonomy of problem-based learning methods. Med Educ, 1986, 20(6): 481-486.
4.	Aragão 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.	李远峰, 任树军, 宋寒冰, 等. LBL 教学法与 PBL 教学法的比较与应用. 科技经济导刊, 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.	郑朝晖, 张葵, 李治琴, 等. 微信辅助 PBL 联合 LBL 教学法在八年制医学生《临床免疫学》教学中的应用评价. 北京医学, 2018, 40(11): 1098-1100.
11.	李鹏程, 陈奇刚, 顾力华, 等. 微信平台辅助 PBL 教学在康复治疗学临床实践中的应用研究. 按摩与康复医学, 2019, 10(3): 86-88.
12.	王旭, 董君枫, 黄松, 等. 基于新媒体技术的医学院校 PBL 教学模式与教室建设探究. 中国医学装备, 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.	郭占鹏, 黄米娜, 李秀华, 等. 3D 打印技术在骨科 PBL 临床教学中的应用. 中国继续医学教育, 2017, 9(9): 19-21.
16.	唐梦龄, 赵翔, 陈坤. 3D 打印联合 PBL 教学促进骨科教学效果的系统综述. 中国医学教育技术, 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.	曾忆安, 李英, 彭建军. 基于一体化智能型多媒体教室设备系统的选型. 计算机与网络, 2014(21): 54-57.
19.	刘亚兰, 陈燕, 蔡馥丞. e-PBL 嵌合 CBL 教学模式在儿科培养临床思维能力的应用. 中国病案, 2018, 19(11): 75-77.
20.	黄海鹏, 徐小龙, 黄福, 等. VR 技术在泌尿外科教学中的应用. 中国继续医学教育, 2019, 11(17): 34-36.
21.	乔振华, 左佳斌. VR 技术在口腔教学中的应用. 电脑知识与技术, 2019, 15(20): 278-279.
22.	赵天生, 莫冰, 刘金辉, 等. 雨课堂在医学微生物学教学中的应用. 教育教学论坛, 2020(3): 225-227.
23.	林心君, 张春霞, 陈锦团, 等. PBL 结合 CBL 教学方法在诊断学教学中的应用. 广西中医药大学学报, 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.	蔡静怡, 谢朝阳, 余路新, 等. PBL 联合 CBS 教学法在临床血液学检验技术教学中的应用. 中国医药导报, 2018, 15(34): 77-80.
26.	张鑫, 王慧, 张培楠, 等. PBL 联合 CBL 教学法在五年制骨科临床教学中的应用. 中国病案, 2016, 17(4): 87-90.
27.	庞再林, 简斌, 温泽霖, 等. PBL 与 CBL 相结合教学法在普外科临床实习中的应用研究. 卫生职业教育, 2014, 32(10): 103-105.
28.	刘彦晶, 李婷. PBL 与 LBL 教学模式在肝胆内科临床带教中的应用. 中国中医药现代远程教育, 2012, 10(11): 43-44.
29.	高雪. 基于问题的学习(PBL)在医学教育中的利与弊. 基础医学与临床, 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.	陈玉霞, 贾光素, 黄琴蓉, 等. 儿童康复临床实习中使用 ICF-CY 指导下 CBL+PBL 双轨教学模式的应用. 教育教学论坛, 2019(2): 172-174.
33.	张占海. CBL、PBL 结合 TBL 教学法在心血管疾病临床实习中的应用. 中国社区医师, 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 教学法的发展历程及对中国医学教育的影响. 中国高等医学教育, 2013(7): 96-97.
2. 王桂芝, 刘红, 王莹, 等. 我国 PBL 和 LBL 教学模式的外科教学效果比较的 meta 分析. 中国循证医学杂志, 2013, 13(11): 1313-1317.
3. Barrows HS. A taxonomy of problem-based learning methods. Med Educ, 1986, 20(6): 481-486.
4. Aragão 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. 李远峰, 任树军, 宋寒冰, 等. LBL 教学法与 PBL 教学法的比较与应用. 科技经济导刊, 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. 郑朝晖, 张葵, 李治琴, 等. 微信辅助 PBL 联合 LBL 教学法在八年制医学生《临床免疫学》教学中的应用评价. 北京医学, 2018, 40(11): 1098-1100.
11. 李鹏程, 陈奇刚, 顾力华, 等. 微信平台辅助 PBL 教学在康复治疗学临床实践中的应用研究. 按摩与康复医学, 2019, 10(3): 86-88.
12. 王旭, 董君枫, 黄松, 等. 基于新媒体技术的医学院校 PBL 教学模式与教室建设探究. 中国医学装备, 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. 郭占鹏, 黄米娜, 李秀华, 等. 3D 打印技术在骨科 PBL 临床教学中的应用. 中国继续医学教育, 2017, 9(9): 19-21.
16. 唐梦龄, 赵翔, 陈坤. 3D 打印联合 PBL 教学促进骨科教学效果的系统综述. 中国医学教育技术, 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. 曾忆安, 李英, 彭建军. 基于一体化智能型多媒体教室设备系统的选型. 计算机与网络, 2014(21): 54-57.
19. 刘亚兰, 陈燕, 蔡馥丞. e-PBL 嵌合 CBL 教学模式在儿科培养临床思维能力的应用. 中国病案, 2018, 19(11): 75-77.
20. 黄海鹏, 徐小龙, 黄福, 等. VR 技术在泌尿外科教学中的应用. 中国继续医学教育, 2019, 11(17): 34-36.
21. 乔振华, 左佳斌. VR 技术在口腔教学中的应用. 电脑知识与技术, 2019, 15(20): 278-279.
22. 赵天生, 莫冰, 刘金辉, 等. 雨课堂在医学微生物学教学中的应用. 教育教学论坛, 2020(3): 225-227.
23. 林心君, 张春霞, 陈锦团, 等. PBL 结合 CBL 教学方法在诊断学教学中的应用. 广西中医药大学学报, 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. 蔡静怡, 谢朝阳, 余路新, 等. PBL 联合 CBS 教学法在临床血液学检验技术教学中的应用. 中国医药导报, 2018, 15(34): 77-80.
26. 张鑫, 王慧, 张培楠, 等. PBL 联合 CBL 教学法在五年制骨科临床教学中的应用. 中国病案, 2016, 17(4): 87-90.
27. 庞再林, 简斌, 温泽霖, 等. PBL 与 CBL 相结合教学法在普外科临床实习中的应用研究. 卫生职业教育, 2014, 32(10): 103-105.
28. 刘彦晶, 李婷. PBL 与 LBL 教学模式在肝胆内科临床带教中的应用. 中国中医药现代远程教育, 2012, 10(11): 43-44.
29. 高雪. 基于问题的学习(PBL)在医学教育中的利与弊. 基础医学与临床, 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. 陈玉霞, 贾光素, 黄琴蓉, 等. 儿童康复临床实习中使用 ICF-CY 指导下 CBL+PBL 双轨教学模式的应用. 教育教学论坛, 2019(2): 172-174.
33. 张占海. CBL、PBL 结合 TBL 教学法在心血管疾病临床实习中的应用. 中国社区医师, 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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