Gwee M C, Tan C H
Department of Pharmacology, Faculty of Medicine, National University of Singapore, 10 Kent Ridge Crescent, Singapore 119260.
Ann Acad Med Singap. 2001 Jul;30(4):356-62.
Problem-based learning (PBL) is an innovative educational strategy to enhance student-centred, interactive and integrated learning through intensive small group tutorials. PBL is problem-first learning in which a commonly encountered medical problem serves as the primary focus of and stimulus for learning. Several adaptations have evolved since its implementation at McMaster University in 1969. In 1999, the Singapore medical school implemented PBL as a key feature within its new hybrid curriculum.
The review will focus on the educational implications and impact of the present curriculum reform with emphasis on the implementation of PBL within the new hybrid medical curriculum.
Our early experience in implementing PBL resembles those of several other "traditional" medical schools, namely, a generally favourable and positive response from staff and students mixed with varying degree of anxiety to change.
Appropriate training and changing the mindsets of staff and students, strong leadership from the Dean and a deep commitment by all concerned are essential to ensure the successful implementation of PBL within a "traditional" medical school. PBL will enhance the quality of medical education and the educational preparation of our students to meet the challenges of future medical practice.
基于问题的学习（PBL）是一种创新的教育策略，通过密集的小组辅导来加强以学生为中心的、互动式的和综合性的学习。PBL是问题优先学习，其中常见的医学问题是学习的主要焦点和刺激因素。自1969年在麦克马斯特大学实施以来，它已经有了多种变体。1999年，新加坡医学院将PBL作为其新的混合课程的一个关键特征加以实施。
本综述将侧重于当前课程改革的教育意义和影响，重点是在新的混合医学课程中实施PBL。
我们在实施PBL方面的早期经验与其他几所“传统”医学院相似，即教职员工和学生普遍给予积极肯定的回应，但也夹杂着不同程度的对变革的焦虑。
适当的培训、改变教职员工和学生的思维模式、院长的有力领导以及所有相关人员的坚定承诺，对于确保在“传统”医学院成功实施PBL至关重要。PBL将提高医学教育的质量以及我们学生的教育准备水平，以应对未来医疗实践的挑战。
