Problem-based Learning (PBL) in Medical Education in Taiwan: Observations and a Commentary

在臺灣以問題導向學習的醫學健康教育：觀察與評論

關超然(Chiu-Yin Kwan)

《醫學與健康期刊》 6卷1期 (2017/03) Pp. 1-11

摘要

The objective of this communication is to share both my professional commentary and personal viewpoints on PBL in Taiwan and its neighbors and by no means presents itself as an comprehensive or critical in-depth review. PBL has long been a popular and recognized educational jargon for pedagogic philosophy originally coined and systematically developed by the Faculty of Health Sciences of McMaster University in the late 1960s. Therefore, PBL has already been in existence for nearly half a century, being adopted in numerous medical schools world-wide and gaining considerable popularity in the Asia Pacific region including Taiwan over the recent two decades. PBL has received considerable attention In Taiwan by many medical schools in the mid 1990s, as then government health educational authority, advised by the newly formed Taiwan Medical Accreditation Council, stipulated that quality assurance in medical curriculum and pedagogy in all medical schools must be scrutinized for proper incorporation of student-centered and active learning approaches and strategies. For a better comprehension and to rectify the improper understanding and practice of PBL, I later defined PBL in my PBL book with ＂6-S PBL learning principles＂ which should be regarded as the minimum essential elements in the practice of authentic McMaster PBL. These six learning principles are student-centered learning (SCL), self-directed learning (SDL), small group learning (SGL), scenario-based learning (SBL), support-oriented learning (SOL) and self-reflective learning (SRL). All 6-S principles are centered around learners with SCL and SDL being the expected learning attitudes, SGL and SBL being the learning platform and SOL and SRL being the facilitating approach. Effective integration in the application of these operating principles holds the key to the ultimate learning outcome for learner, i.e., life-long learning. I also proposed a three-dimension (3-D) concept of PBL learning objectives which constitute an integrative domain of Population (family, community, and globalization), Behavior (life style, humanity and ethics) and Life (life sciences and living experiences). In sum, all medical schools in Taiwan have once taken initial attempts to experiment with PBL within their own limits of understanding and capability. Nearly two decades have elapsed since the introduction of PBL to medical schools in Taiwan, some proudly sustain, some merely stagnate and some unfortunately failed. I have also made a few observations of several common misconceptions and malpractice that illustrate the underlining perpetual problems about medical education in PBL, which need to be dealt with seriously by educators and education regulators in Taiwan.

關鍵字

Problem-based Learning (PBL) ； Medical education ； student-centered learning ； self-directed learning

參考文獻

Kwan, CY,Lee, MC(2013).Problem-based learning (PBL): Concept, application, experiences and lessons.Taiwan:Elsevier (Taiwan).

Huang, TL,Kwan, CY(2003).Preface for the proceedings of "The 3rd Asia-Pacific Conference on PBL in Health Science".J Med Educ.7,291-2.

Huang, G、Kwan, CY(2014)。PBL in medical education in China: Theory and application。Beijing:People's Health Publisher。

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