McLean Michelle, Van Wyk Jacqueline
Faculty of Medicine and Health Sciences, Department of Medical Education, United Arab Emirates University, Al Ain, UAE.
Med Teach. 2006 Dec;28(8):675-9. doi: 10.1080/01421590601110033.
Successful curriculum reform requires considerable staff development. It is imperative for management to ensure that its academic staff members are committed to the change. This requires planning and negotiation. As facilitators form the 'teaching' backbone of a problem-based learning programme, faculty management must ensure mechanisms are in place to recruit facilitators, and that once recruited, the experience is sufficiently rewarding personally for their enthusiasm to be sustained. This article offers several solutions to difficulties which many medical schools encounter during the early years of an undergraduate PBL programme which replaces a traditional curriculum. The advice offered ranges from recruiting facilitators from the private sector to encouraging staff to become involved in other areas of curriculum development. Most importantly, however, is the reward and incentive system, which must be well advertised in advance of any programme implementation. The suggestions presented in this article will be useful to faculties planning to implement problem-based learning as well as those who already have a programme in place.
成功的课程改革需要大量的师资培训。管理层必须确保其学术人员致力于变革，这需要进行规划和协商。由于引导教师构成了基于问题的学习项目的“教学”骨干，教师管理层必须确保有机制来招聘引导教师，并且一旦招聘成功，这种经历要能在个人层面上给予足够的回报，以维持他们的热情。本文针对许多医学院在本科基于问题的学习项目取代传统课程早期所遇到的困难提供了几种解决方案。所提供的建议包括从私营部门招聘引导教师到鼓励员工参与课程开发的其他领域。然而，最重要的是奖励和激励制度，该制度必须在任何项目实施之前就提前做好宣传。本文提出的建议对计划实施基于问题的学习的学院以及那些已经实施该项目的学院都将有用。
