The Implementation of Problem-based Learning at National Taiwan University College of Medicine

台大醫學院實施「問題導向學習」的經驗

梁繼權(Kai-Kuen Leung) ； 李明濱(Ming-Been Lee) ； 呂碧鴻(Bee-Horng Lue) ； 楊培銘(Pei-Ming Yang) ； 謝博生(Bor-Shen Hsieh)

《Journal of Medical Education》 5卷4期 (2001/12) Pp. 273-280

https://doi.org/10.6145/jme.200112_5(4).0002

摘要

為了讓醫學生的養成教育能夠適應社會與醫療科技的快速發展，台大醫學院在1992年開始醫學教育改革計畫，新課程強調通識教育、人文教育、主動學習、科學態度、溝通合作與領導能力的培養。而終身自我學習能力是其中重要的教育目標。為了能達到上述目標，新課程一方面整合傳統的基礎醫學課程，採用核心課程，減少不必要的重複，以縮減一般的課堂教育時數；另一方面推動以問題為基礎的學習以培養醫學生自我學習能力。臺大醫學院以問題為基礎的學習是以7至9人為一組的小班方式進行；由一位臨床老師指導一組學生。小組問題為基礎的學習在醫二至醫四實施，上課時間為每週2小時。醫二的討論內容主要是與醫學人文有關的題目，醫三至醫四則配合以傳統方式授課的解剖、病理、藥理等課程。為了推行改革計畫，醫學院同時實施了行政業務上的調整以支援新課程的需要。教師培訓是新課程中重要的工作，各種培訓活動如教學研討會、小班老師討論會，與短期國外教師培訓等都有計畫的進行。在教師的評估方面並做了重大的調整，小組教學表現成為教師升等的重要參考;教師亦可以以教學表現作為升等的另一個管道，增加老師用心教學的誘因。台大醫學院實施醫學教育改革之後，學生在醫師執照考試的表現並沒有如國外一些進行課程改革的大學一樣有成績下降的情況。小班以問題為基礎的學習實施之後，雖獲得學生的歡迎與老師的肯定，但我們仍需要進一步的評估以證明學生真的能達到我們所設定的教學目標。

關鍵字

問題為基礎的學習 ； 教師培訓 ； 教育改革 ； 小班老師

並列摘要

Owing to the abrupt changes in society and medical technology, traditional medical education is unable to meet the challenges of the future. To fulfill future requirements for the training of physicians, National Taiwan University College of Medicine began medical education reform in 1992. The innovative program emphasizes general medical education, humanity, active learning behavior, a scientific attitude, and cooperation and leadership ability. One of the major objectives of the new curriculum is the emphasis on life-long self-directed learning, which enables students to update their medical knowledge themselves with advancements in medicine. In order to fulfill these goals, problem-based learning (PBL) was applied in the new integrated curriculum. From the second to the fourth year of medical school, students meet in small groups of 7 to 9 people to discuss a case or topic with a tutor once a week. The PBL curriculum in the second year focuses on topics such as medical humanity and how to use PBL to learn. The topics in the third and fourth year concern basic medical sciences such as anatomy, pathology and pharmacology. Necessary administrative adjustment has been made in order to facilitate the change. Tutor development programs include workshops, tutor meetings, and short-term overseas training. Experience in teaching PBL small groups is taken into serious consideration in promotions of clinical faculty members. An alternative promotion track that emphasizes teaching achievement rather than research gives PBL tutors more incentive. The pass rate on the national medical licensure examination has had no obvious change after the implementation of the PBL curricula. However, we need more evidence to prove that the PBL curriculum really makes the changes in ought to make.

並列關鍵字

problem-based learning ； faculty development ； educational reform ； tutor