Improving the Quality of Problem-based Learning Cases in the Faculty of Medicine, University of Malaya

馬來西亞大學醫學院「問題導向學習」教案之品質改善計劃

C.P.L Tan ； N.M.A. Azila ； S.M. Sim

《Journal of Medical Education》 6卷1期 (2002/03) Pp. 91-94

https://doi.org/10.6145/jme.200203_6(1).0012

並列摘要

In problem-based learning (PBL), problems or cases are the driving force behind students’ independent learning in PBL. This places a high demand on the quality of problems used in order to achieve the desired learning outcome. This paper reports the initial experiences of a core group of faculty involved in designing cases for use in PBL tutorials in all three phases and the use of feedback comments from tutors to assist in improving the quality of the cases. In Phases I and II, a case is written based on broad learning objectives identified to address certain concepts selected within certain organ systems. In Phase IIIA, clinicians have written the cases within their disciplines with little or no input from basic scientists. A case evaluation form has been introduced for use with all PBL cases in the current 2001/2002 session in order to obtain feedback on the cases used. Tutors also list the learning objectives identified by their respective tutorial groups, and these are compared with the initial list of learning objectives on which the case was based. On the whole the two lists of learning objectives matched although students in phase I tended to be “distracted” by the clinical situation in the case and did not focus as well as intended on basic science concepts. In Phases II and III, the cases were appropriate for those levels and students did not seem to have much trouble in achieving the intended learning objectives. The use of feedback on PBL cased has been invaluable towards ensuring continuous improvement of the quality of cases and in case design.

並列關鍵字

problem-based learning ； quality of cases ； case design ； learning objectives

參考文獻

Dolmans DHJM,Snellen-Balendong H,Wolfhagen IHAP(1997).Seven design principles of effective case design for a problem-based curriculum.Med Teacher.19(3),185-189.

Azila NMA,Sim SM,Tan CPL(1999).Problem-based learning (PBL): Making an impact in education.J University Malaya Medical Centre.2,94-98.

Dolmans D,Snellen-Balendong H(2000).Problem Construction. A series in Problem-based medical education.The Netherlands:Maastricht University.

Website for the Faculty of Health Sciences

Kaufman A(1985).Implementing problem-based medical education: Lessons from successful innovations.New York:Springer Publishing Company.