Maudsley G
University of Liverpool, Merseyside, United Kingdom.
Acad Med. 1999 Feb;74(2):178-85. doi: 10.1097/00001888-199902000-00016.
Problem-based learning (PBL) has emerged as a useful tool of epistemological reform in higher education, particularly in medical schools. Indeed, PBL has spent most of its career inducing revolutionary undergraduate medical reform. Nevertheless, obtaining informed agreement on the characteristics of the PBL "genus" is a challenge when the label is vulnerable to being borrowed for prestige or subversion. Many "PBL" single-subject courses within traditional curricula do not use PBL at all. Such semantic uncertainty compromises the evidence-base on the added value of problem-based versus traditional approaches and the main messages for good practice. This literature review explores what is meant by the term PBL by aiming to answer the following questions: What difficulties are inherent in the "problem-based" tag? What does the term "problem-based curriculum" imply? How has PBL been characterized and validated by focusing on its purpose? How else has PBL been characterized? How does PBL relate to problem solving? How does PBL relate to epistemological reform? In conclusion, what ground rules can be formulated for PBL? Despite much conceptual fog lingering over the PBL literature, useful ground rules can be formulated.
基于问题的学习（PBL）已成为高等教育中认识论改革的一种有用工具，尤其是在医学院校。事实上，PBL在其发展历程中大部分时间都在推动本科医学教育的变革。然而，当“PBL”这一标签容易被借用来提升声誉或被滥用时，就“PBL类属”的特征达成明智的共识是一项挑战。传统课程中的许多“PBL”单科课程根本没有采用PBL。这种语义上的不确定性损害了关于基于问题的方法与传统方法相比的附加值以及良好实践的主要信息的证据基础。这篇文献综述旨在通过回答以下问题来探究“PBL”一词的含义：“基于问题”这个标签存在哪些内在困难？“基于问题的课程”这一术语意味着什么？通过关注其目的，PBL是如何被描述和验证的？PBL还有哪些其他特征？PBL与问题解决有何关系？PBL与认识论改革有何关系？总之，可以为PBL制定哪些基本规则？尽管PBL文献中仍存在许多概念上的模糊之处，但仍可制定有用的基本规则。
