Baker C M
Indiana University School of Nursing, Indianapolis 46202-5107, USA.
J Prof Nurs. 2000 Sep-Oct;16(5):258-66. doi: 10.1053/jpnu.2000.9461.
Problem-based learning (PBL) is a philosophy and teaching method that structures knowledge in clinical contexts, strengthens motivation to learn, develops clinical reasoning skills, and enhances self-directed and life-long learning. During the past 30 years, PBL has been implemented in schools of medicine worldwide, including 100 of the 126 schools in the United States. This article reviews the international PBL literature and focuses on the key aspects of this paradigm in educating health professionals: recent history and worldwide diffusion, basic characteristics and rationale, typical case presentation, student and tutor roles, and data-based outcomes. Conclusions from selected meta-analytic studies of assessment are described and discussed. The potential of PBL for nursing education is examined. Key implementation issues are identified, including the challenge to persuade faculty to move from efficient teaching to effective learning.
基于问题的学习（PBL）是一种理念和教学方法，它在临床情境中构建知识，增强学习动力，培养临床推理技能，并促进自主和终身学习。在过去30年里，PBL已在全球范围内的医学院校实施，包括美国126所医学院校中的100所。本文回顾了国际上关于PBL的文献，并聚焦于该模式在培养卫生专业人员方面的关键要点：近期历史与全球传播、基本特征与理论依据、典型案例展示、学生和导师角色以及基于数据的成果。文中描述并讨论了从选定的评估荟萃分析研究中得出的结论。还探讨了PBL在护理教育中的潜力。确定了关键的实施问题，包括说服教师从高效教学转向有效学习所面临的挑战。
