Seneviratne R D, Samarasekera D D, Karunathilake I M, Ponnamperuma G G
Medical Education Development and Research Centre, Faculty of Medicine, University of Colombo, PO Box 271, Kynsey Road, Colombo 8, Sri Lanka.
Ann Acad Med Singap. 2001 Jul;30(4):379-81.
Problem-based learning (PBL) is used as an instructional method in the system-based modules of the new innovative curriculum of the Colombo Medical Faculty in Sri Lanka. This study was undertaken to assess whether objectives of having PBL to facilitate acquisition of desirable learning skills and generic skills had been achieved. The perceived advantages and disadvantages of PBL were also studied.
The study population comprised third year medical students who had completed 12 PBL sessions. A self-administered questionnaire, which measured learning outcomes and acquisition of generic skills on a 5-point Likert rating scale, was used.
The response rate was 87.2% (n = 188). Eighty per cent of students were aware of the rationale for having PBL and of learning from recommended material. Seventy-five per cent knew the competencies that could be acquired from PBL and two-thirds knew about the importance of small group discussions. PBL had helped to improve communication skills in 57% and problem solving skills in 52%. The main disadvantage was that it was time-consuming. Only 46.6% were satisfied with the participation of colleagues in the group. Seventy-six per cent felt that PBL could be better conducted.
Awareness of concepts of PBL, reasons for its inclusion in the curriculum and educational advantage was high. The main disadvantage perceived was that it was time-consuming. There is a need to improve the conduct of PBL and, provide guidance and awareness programme for students.
基于问题的学习（PBL）被用作斯里兰卡科伦坡医学院新创新课程基于系统的模块中的一种教学方法。本研究旨在评估设置PBL以促进获取理想学习技能和通用技能的目标是否达成。同时也研究了PBL的感知优势和劣势。
研究对象为完成了12次PBL课程的三年级医学生。使用了一份自我管理的问卷，该问卷在5点李克特量表上测量学习成果和通用技能的获取情况。
回复率为87.2%（n = 188）。80%的学生了解设置PBL的基本原理以及从推荐材料中学习。75%的学生知道可以从PBL中获得的能力，三分之二的学生了解小组讨论的重要性。PBL有助于57%的学生提高沟通技能，52%的学生提高解决问题的技能。主要缺点是耗时。只有46.6%的学生对同事在小组中的参与度感到满意。76%的学生认为PBL可以开展得更好。
对PBL概念、其纳入课程的原因和教育优势的认知度较高。感知到的主要缺点是耗时。有必要改进PBL的实施，并为学生提供指导和认知计划。
