Problem-based Learning and the Teaching of Pharmacology

問題導向學習與藥理學教學

Francis I. Achike ； Clive W. Ogle

《Journal of Medical Education》 5卷4期 (2001/12) Pp. 382-388

https://doi.org/10.6145/jme.200112_5(4).0015

並列摘要

Problem-based learning (PBL) is a novel and innovative medical education paradigm which has existed for more than thirty years, since it was first introduced in the late 1960s by McMaster University in Canada. Its student-driven self-directed learning approach makes it distinctly different from the traditional teacher-driven approach to leaning. The phenomenal growth in medical knowledge and information of the past century has served as a wake-up call for all medical educators, to the need for newer methods of training the doctor of tomorrow who must be equipped with special skills and attitudes in order to survive the new order. The PBL approach is increasingly the popular choice for this purpose. However, there is still a lot of anxiety expressed, especially by medical teachers in institutions that are planning a transition from the traditional to the PBL curriculum. One such major concern is the fear that the PBL approach may not be as efficacious as the traditional in imparting subject content to students. The authors share their years of experience in the teaching of Pharmacology in the traditional curriculum and while extolling its achievements concur that the PBL approach is innovative and if well managed could effectively deliver the pharmacology component of a medical curriculum.

並列關鍵字

Traditional curriculum ； PBL ； medical Pharmacology