Baig Lubna A
Department of Community Medicine, Karachi Medical and Dental College, Karachi/ PhD Scientist, Medical Education Research, University of Calgary, Canada.
J Coll Physicians Surg Pak. 2006 Sep;16(9):608-13.
Historically, lectures were the medium to transfer cognitive information to the learners in medical education. Apprenticeship training, labs, bedside teaching, tutorials etc. were used to impart psychomotor and affective skills. It was assumed that the learner will assimilate all this knowledge and will be competent to apply this learning in practical life. Problem-based learning (PBL) emerged due to problems in building the appropriate competencies in the medical graduates and is a relatively newer mode of transfer of knowledge. This paper will deal with problem-based learning which took the world with storm in the 80's and most institutions in the world started using different variants of PBL. This paper attempts to define and explore the theoretical basis and historical background of PBL. The paper will systematically review literature and argue about the advantages and disadvantages of PBL and the implications of its implementation in Pakistan.
从历史上看，讲座一直是医学教育中向学习者传递认知信息的媒介。学徒培训、实验室、床边教学、辅导课等则用于传授心理运动技能和情感技能。人们认为学习者会吸收所有这些知识，并能够将所学知识应用于实际生活。基于问题的学习（PBL）的出现是由于在培养医学毕业生的适当能力方面存在问题，它是一种相对较新的知识传授模式。本文将探讨在20世纪80年代席卷全球的基于问题的学习，世界上大多数机构都开始使用PBL的不同变体。本文试图界定和探索PBL的理论基础和历史背景。本文将系统地回顾文献，并讨论PBL的优缺点及其在巴基斯坦实施的影响。
