Problem-based learning (PBL) is an important teaching theory and model in the field of medical education, dating back to the mid-20th century. Under the scope of history of medical education, this paper introduces the historical background which fostered PBL, related important figures and events, and the process of its worldwide spread and practice, discusses the characteristic of PBL and its difference compared with the traditional teaching method, and clarifies certain misunderstanding held by academia, so as to provide reference to current medical education reform in China.
Mi Zhuolin
,
Zhang Daqing
,
Su Jingjing
. Origin and development of problem-based learning[J]. Chinese Journal of Medical Education, 2019
, 39(6)
: 430
-436
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.06.004
[1]夏蕙,顾鸣敏,陆斌杰,等. 国内医学院校PBL教学的回顾与展望[J]. 中国高等医学教育, 2012 (9): 6-7. DOI: 10.3969/j.issn.1002-1701.2012.09.003.
[2]Barrows HS, Tamblyn RM. Problem-based learning: An approach to medical education[M]. New York: Springer Publishing Company, 1980: 18-25.
[3]Barrows HS. A taxonomy of problem-based learning methods[J]. Med Educ, 1986, 20(6):481-486.
[4]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,2014:42.
[5]Donner RS, Bickley H. Problem-based learning in American medical education: An overview [J]. Bull Med Libr Assoc, 1993, 81(3): 294-298.
[6]Neville AJ, Norman GR. PBL in the undergraduate MD program at McMaster University: Three iterations in three decades[J]. Acad Med, 2007, 82(4):370-374. DOI: 10.1097/ACM.0b013e318033385d.
[7]Barrows HS. Problem-based learning in medicine and beyond: A brief overview [J]. New Directions for Teaching and Learning, 1996, 68: 3-12.
[8]Greenwood J, Seshadri A, Vandenbroucke G. The baby boom and baby bust [J]. Amer Econ Rev, 2005, 95(1): 183-207.
[9]吴晓波.腾讯传:中国互联网公司进化论[M].杭州:浙江大学出版社,2017: 16.
[10]吳木崑.杜威經驗哲學對課程與教學之啟示[J].臺北市立教育大學學報,2009,40(1):35-54.
[11]Johnson SM, Finucane PM. The emergence of problem-based learning in medical education[J]. J Eval Clin Pract, 2000, 6(3):281-291.
[12]Miller G. An inquiry into medical teaching [J]. J Med Educ, 1962, 37(3): 185-191.
[13]West K. The case against teaching [J]. J Med Educ, 1966, 41(8): 766-771.
[14]Servant-Miklos V. Fifty years on: A retrospective on the world's first problem-based learning program at McMaster University Medical School [J]. Health Prof Educ, 2019, 5(1): 3-12.
[15]Spaulding WB. The undergraduate medical curriculum (1969 model): McMaster University[J]. Can Med Assoc J, 1969, 100(14):659-664.
[16]Neufeld VR, Barrows HS. The “McMaster Philosophy”: An approach to medical education[J]. J Med Educ, 1974, 49(11):1040-1050.
[17]Barrows HS. Simulated patients in medical teaching[J]. Can Med Assoc J, 1968, 98(14):674-676.
[18]Neufeld VR, Spaulding WB. Use of learning resources at McMaster University [J]. Br Med J, 1973, 3 (5871): 99-101.
[19]Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills[J]. Acad Med, 1993, 68(6):443-453.
[20]Barrows HS, Abrahamson S. The programmed patient: A technique for appraising student performance in clinical neurology [J]. J Med Educ, 1964, 39(8): 802-805.
[21]Barrows HS, Mitchell DL. An innovative course in undergraduate neuroscience. Experiment in problem-based learning with ‘problem boxes'[J]. Br J Med Educ, 1975, 9(4):223-230.
[22]Barrows HS, Bennett K. The diagnostic (problem solving) skill of the neurologist: Experimental studies and their implications for neurological training [J]. Arch Neurol, 1972, 26(3): 273-277.
[23]胡盛麟,陈志刚,Maatsch JL,等. 问题基础学习及其课程模式[J]. 医学教育, 1989 (7): 18-25.
[24]蒋鉴新. “以临床问题为引导”的教学法改革——介绍以临床问题为引导、学生自学和讨论为主的学习方法[J]. 医学教育, 1989 (7): 29-32.
[25]唐兰茂. 五官临床应用解剖学PBL教学模式初探[J]. 赣南医学院学报, 1994 (3): 235-237.
[26]赵佐庆,刘福兰. 以问题为基础学习的教学模式在手术学基础教学中应用和研究[J]. 中国局解手术学杂志, 1999 (4): 297-298.
[27]Loyens S, Jones S, Mikkers J, et al. Problem-based learning as a facilitator of conceptual change [J]. Learn Instr, 2015, 38: 34-42.
