Crites Gerald E, McDonald Stephen D, Markert Ronald J
Department of Medicine, The Wright State University School of Medicine, Dayton, Ohio 45409-2902, USA.
Med Teach. 2002 Jul;24(4):442-4. doi: 10.1080/014215902320206256.
The problem-centered, learner-focused, small-group process (PLS) is used by faculty to train learners in evidence-based medicine (EBM). Few affordable and accessible courses exist to train faculty in the PLS process. The results of a novel course to train faculty in the PLS process are described. The course was a one-day workshop consisting of five small group sessions with two facilitators. The participants were seven clinicians and four medical librarians. The initial small-group session was a discussion of concepts and principles related to successful facilitation skills; the subsequent four small groups reinforced these concepts and principles with role-playing and case scenarios using different steps in the EBM process. The course, including the use of the PLS process, scored highly on participant evaluations. The authors conclude that the introductory course effectively taught the PLS process for use in EBM facilitation.
以问题为中心、以学习者为重点的小组教学法（PLS）被教师用于培训学习者的循证医学（EBM）。很少有价格合理且易于获得的课程来培训教师掌握PLS教学法。本文描述了一门培训教师掌握PLS教学法的新课程的结果。该课程是一个为期一天的研讨会，由五个小组会议组成，有两名主持人。参与者包括七名临床医生和四名医学图书馆员。最初的小组会议是对与成功的主持技巧相关的概念和原则进行讨论；随后的四个小组通过在循证医学过程的不同步骤中进行角色扮演和案例场景来强化这些概念和原则。该课程，包括PLS教学法的使用，在参与者评估中得分很高。作者得出结论，入门课程有效地教授了用于循证医学教学的PLS教学法。
