Howell Nancy E, Lane India F, Brace James J, Shull Robert M
Department of Comparative Medicine, University of Tennessee College of Veterinary Medicine, PO Box 1071, Knoxville, TN 37801-1071, USA.
J Vet Med Educ. 2002 Fall;29(3):169-75. doi: 10.3138/jvme.29.3.169.
In 1999 problem-based learning experiences were introduced into the professional curriculum at the University of Tennessee College of Veterinary Medicine as part of an overall curricular modification. Problem-based learning (PBL) was introduced into the traditional curricular format in dedicated week-long experiences (Application-Based Learning Exercises) at specific points during the first six semesters. Methods to assess the success of this integration and other curricular changes included ongoing program assessment throughout the implementation of the modified curriculum. Program assessment engaged faculty facilitators and students, who were involved in a process unfamiliar to both. Results of preliminary assessment indicate mostly positive reaction to problem-based learning, while identifying other areas of concern.
1999年，基于问题的学习体验作为整体课程改革的一部分被引入田纳西大学兽医学院的专业课程中。基于问题的学习（PBL）在头六个学期的特定时间以为期一周的专门体验（基于应用的学习练习）被引入传统课程形式。评估这种整合及其他课程改革成功与否的方法包括在修改后的课程实施过程中持续进行课程评估。课程评估让教师促进者和学生参与其中，而这一过程对双方来说都不熟悉。初步评估结果显示，对基于问题的学习大多是积极的反应，同时也发现了其他需要关注的领域。
