Comparison of practice of hybrid-problem based learning in pediatrics teaching at two medical schools in China and in America

doi:10.3760/cma.j.cn115259-20200413-00555

Abstract

Abstract: To discuss the different application of hybrid-problem based learning (hPBL) in pediatrics teaching between Shanghai Jiao Tong University of China and University of California Los Angeles of America, the pediatrics teaching in different educational system during four stages in China and America was analyzed. It is found that there are differences in the application of the hPBL teaching method, but each one plays its role. Problem-based learning(PBL) teaching method is widely used in medical education in both two medical schools. The university of California Los Angeles in America normalized the hPBL teaching method through pediatrics teaching practice lasted a long time, the learning outcomes are quite good. In Shanghai Jiao Tong University School of Medicine, the application of hPBL teaching method in pediatrics teaching practice lasts a short time, but also shows good learning outcomes.

Key words: Hybrid-problem based learning, Pediatrics, China, America

CLC Number:

Liao Xuelian, Xie Lijian, Jiang Shayi, Lyu Zhibao. Comparison of practice of hybrid-problem based learning in pediatrics teaching at two medical schools in China and in America[J]. Chinese Journal of Medical Education, 2020, 40(12): 1036-1040.

References

[1] Jiménez-Saiz R, Rosace D. Is hybrid-PBL advancing teaching in biomedicine? A systematic review[J]. BMC Med Educ, 2019,19(1):226-234. DOI: 10.1186/s12909-019-1673-0.
[2]Zhang Y, Zhou L, Liu X, et al. The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis[J]. PLoS One, 2015,10(3):1-24. DOI: 10.1371/journal.pone.0120884.
[3]Armstrong EG. A hybrid model of problem-based learning. The challenge of problem-based learning[M].2nd Ed. London:Kogan Page, 1997: 137-150.
[4]张虹.PBL教学法在初中外国小说教学中的应用[J].林区教学,2020(1):47-49. DOI:10.3969/j.issn.1008-6714.2020.01.015.
[5]刘晓玉. 面向计算思维培养的中学信息技术PBL教学模式研究[J].中国信息技术教育,2018(1):34-36. DOI: 10.3969/j.issn.1674-2117.2018.01.023.
[6]Badawy SM, Black V, Meier ER, et al. Early career mentoring through the American Society of Pediatric Hematology/Oncology: lessons learned from a pilot program[J]. Pediatr Blood Cancer, 2017,64(3):1-15.DOI: 10.1002/pbc.26252.
[7]Frambach JM, Talaat W, Wasenitz S, et al. The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning[J]. Adv Health Sci Edu Theory Pract, 2019, 24(5):931-942.DOI: 10.1007/s10459-019-09930-4.
[8]武婷婷, 李建国, 郁松,等. 双语-PBL模式在组织胚胎学教学中的探索性实践[M]//郭晓奎.医学整合课程实践与研究.上海:上海交通大学出版社,2017:191-195.
[9]Tsigarides J, Wingfield LR, Kulendran M. Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature[J]. BMC Res Notes, 2017,10(1):24-32. DOI: 10.1186/s13104-016-2348-0.
[10]黄钢, 关超然. 基于问题的学习(PBL)导论:医学教育中的问题发现、探讨、处理与解决[M].北京:人民卫生出版社, 2014: 26-32.
[11]黄睿彦.中外医学教育比较[M].北京:人民卫生出版社,2017:113-199.
[12]贾友鹏,刘宇,李竞玮, 等.医学研究生教育中PBL模式与MDT模式相结合的分析[J].管理观察,2019(28):101-103.
[13]应令雯, 周健. 我国高等医学教育中PBL教学现状以及存在问题[J].中国医学教育技术,2018,32(5):492-495. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.201805005.
[14]禹金蕊, 王爱华,焦莉平,等. 儿科学专业学位研究生培养与住院医师规范化培训并轨课程体系的建设[J].中华医学教育杂志,2019,39(1):19-21. DOI: 10.3760/cma.j.issn.1673-677X.2019.01.005.
[15]Pu D, Ni J, Song D, et al. Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students[J]. BMC Med Educ, 2019,19(1):1-8. DOI: 10.1186/s12909-018-1418-5.
[16]Wang Q, Li H, Pang W. From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study[J]. Med Educ Online, 2016,21:1-13. DOI: 10.3402/meo.v21.31973.
[17]Chung EY. Facilitating learning of community-based rehabilitation through problem-based learning in higher education[J]. BMC Med Educ, 2019,19(1):433-447. DOI: 10.1186/s12909-019-1868-4.
[18]Yeo S, Chang BH. Implementation of problem-based learning in medical education in Korea[J]. Korean J Med Educ, 2017,29(4):271-282. DOI: 10.3946/kjme.2017.73.
[19]Amoako-Sakyi D, Amonoo-Kuofi H. Problem-based learning in resource-poor settings: lessons from a medical school in Ghana[J]. BMC Med Educ, 2015,15:221-229. DOI: 10.1186/s12909-015-0501-4.