Bligh J, Lloyd-Jones G, Smith G
Department of Health Care Education, 2nd Floor, Thornley Building, Brownlow street, University of Liverpool, Liverpool L69 3BX, UK.
Med Educ. 2000 Jun;34(6):487-9. doi: 10.1046/j.1365-2923.2000.00447.x.
To compare the course experiences of medical students in a new problem-based (PBL) undergraduate medical course with those of their peers in a conventional curriculum.
Whole class questionnaire survey using a pre-validated research instrument.
University of Liverpool, UK.
First and second year medical students
New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required.
Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.
比较新的基于问题的（PBL）本科医学课程中，医学生的课程体验与传统课程中同龄人课程体验的差异。
使用预先验证的研究工具进行全班问卷调查。
英国利物浦大学
医学一、二年级学生
与传统课程的同龄人相比，新课程的学生对课程更满意。新课程（PBL）学生在解决问题、团队合作和学习动机方面的得分显著更高。新课程的学生对目标的清晰度和所需的工作标准更为担忧。
早期证据表明，从传统教学改革为小组问题分析课程，可提高学生对教学的满意度，并培养适当的学习技能。
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