Nandi P L, Chan J N, Chan C P, Chan P, Chan L P
Department of Surgery, University of Hong Kong Medical Centre, Queen Mary Hospital, Pokfulam, Hong Kong.
Hong Kong Med J. 2000 Sep;6(3):301-6.
To review the literature on studies comparing all aspects of problem-based learning with the conventional mode of teaching.
Medline literature search (1980 through 1999) and the references cited in retrieved articles.
Studies and meta-analyses that compared the newer problem-based learning curriculum and the conventional lecture-based mode of teaching undergraduate medical students. Areas of comparison included the academic process; programme evaluation; academic achievement; graduates' performance, specialty choices, and practice characteristics; and the attitude of students and teachers towards the programmes.
Data were extracted independently by multiple authors.
Students of the problem-based learning curriculum found learning to be "more stimulating and more humane" and "engaging, difficult, and useful", whereas students of the conventional curriculum found learning to be "non-relevant, passive, and boring". Students who used the problem-based learning method showed better interpersonal skills and psychosocial knowledge, as well as a better attitude towards patients. Students using the conventional model, however, performed better in basic science examinations. Teachers tended to enjoy teaching the newer curriculum. Although the two curricula encourage different ways of learning, there is no convincing evidence of improved learning using the problem-based learning curriculum.
A combination of both the conventional and newer curricula may provide the most effective training for undergraduate medical students.
回顾比较基于问题的学习各方面与传统教学模式的研究文献。
1980年至1999年的医学文献数据库检索以及检索文章中引用的参考文献。
比较新型基于问题的学习课程与传统本科医学生讲座式教学模式的研究和荟萃分析。比较领域包括学术过程；课程评估；学业成绩；毕业生表现、专业选择和实践特点；以及学生和教师对课程的态度。
由多位作者独立提取资料。
基于问题的学习课程的学生认为学习“更具刺激性且更人性化”以及“引人入胜、有难度且有用”，而传统课程的学生则认为学习“无关紧要、被动且枯燥”。采用基于问题的学习方法的学生表现出更好的人际交往能力和社会心理知识，以及对患者更好的态度。然而，采用传统模式的学生在基础科学考试中表现更好。教师往往喜欢教授新型课程。尽管两种课程鼓励不同的学习方式，但没有令人信服的证据表明基于问题的学习课程能提高学习效果。
传统课程和新型课程相结合可能为本科医学生提供最有效的培训。
