Karlsen K A, Vik T, Westin S
Det medisinske fakultet Institutt for samfunnsmedisinske fag Norges teknisk-naturvitenskapelige universitet, Trondheim.
Tidsskr Nor Laegeforen. 2000 Aug 20;120(19):2269-73.
A problem-based (PBL) medical curriculum was implemented in 1993 at the Medical School of the Norwegian University of Science and Technology. The objective of this study was to examine how the planned reduction in scheduled activities, the emphasis on student-centred learning, and the integration of disciplines have been implemented.
The schedules in the old and new programmes were the main sources of data. Each scheduled activity was coded according to discipline taught and chosen learning method.
The number of hours spent on scheduled activities was much higher in the new programme (n = 4,009) than in the intended (n = 2,974), and it was even slightly higher than in the old programme (n = 3,785). In contrast to plans there was less student-centered learning, and basic science was mainly taught during the two first years.
Contrary to plans, the new curriculum in Trondheim has not become a pure PBL curriculum. It is a hybrid model involving a number of learning methods. A high degree of autonomy of the individual faculty members in the planning, and resistance to change among faculty members may have caused less radical changes. This is not necessarily negative; the new model may be a pragmatic synthesis between new and traditional medical education.
基于问题的（PBL）医学课程于1993年在挪威科技大学医学院实施。本研究的目的是考察计划中安排的活动减少、对以学生为中心的学习的强调以及学科整合是如何实施的。
新旧课程的时间表是主要数据来源。每项安排的活动都根据所教授的学科和选择的学习方法进行编码。
新计划（n = 4009）中安排活动所花费的小时数比预期的（n = 2974）高得多，甚至比旧计划（n = 3785）略高。与计划相反，以学生为中心的学习较少，基础科学主要在头两年教授。
与计划相反，特隆赫姆的新课程并没有成为纯粹的PBL课程。它是一种包含多种学习方法的混合模式。个别教员在规划中的高度自主权以及教员对变革的抵制可能导致了不那么彻底的变革。这不一定是负面的；新模式可能是新的和传统医学教育之间的务实综合。
