Problem-based Learning:Impact and Implementation in a Workshop Setting

In this paper we report on two successful teaching workshops held before and after the meeting of the Federation of Asian and Oceanean Physiological Societies (FAOPS) in Kuala Lumpur in September 2002. The paper is structured to reflect the sequence of sessions during the workshops and expands information on the topics raised. Overall, the sessions modelled the processes of problem-based learning (PBL) approaches. Participating teachers were diverse. They reflected differences in national backgrounds, experiences of teaching workshops generally, and familiarity with concepts of PBL in particular. Two thirds of the participating teachers had some prior experience teaching in small group settings. Most of them came from regional medical schools that are using or plan to implement some elements of PBL in their curricula. Consequently, the interchange of ideas was particularly rich and varied. Workshop evaluations were very positive; those present indicated that they particularly valued the lively interactions amongst themselves and with the leaders. Here we raise issues relating to PBL, and include examples with relevant references. Each section is built around a specific session, although time was limited and some aspects could not be covered in great depth. As the workshops followed a problem-based approach, each group's discussion was unique.

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problem-based learning ； workshops

國際替代計量

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