Takahashi Yuzo
Department of Parasitology, Gifu University School of Medicine, Gifu, Japan.
Kaohsiung J Med Sci. 2008 Mar;24(3 Suppl):S31-3. doi: 10.1016/s1607-551x(08)70091-3.
The author of this article attended the International PBL Workshop in Kaohsiung Medical University in 2007 as an international tutor. Based on his personal experiences in the workshop and at his own medical school, he finds there are frequent problems in PBL programs related to the difficulty in providing expert tutors. Students in PBL tutorials may fear they are unable to get sufficient guidance from tutors in terms of learning the issues they should research; moreover, PBL case writers fear their cases are less effective, because non-expert tutors may misdirect students in the step 1 tutorial discussion. The author proposes that combining standard problem-based learning (PBL) methods with elements of task-based learning (TBL) can be effective at addressing both of these problems. The TBL method he proposes involves providing students with an additional sheet at the end of PBL tutorials. This sheet is written by the case writer and details key learning issues, questions and perspectives the students should investigate during their research process. This reduces the need to have expert tutors who know the full range of facts about the case, and leaves students feeling supported and less concerned they will miss important learning issues.
本文作者于2007年作为国际导师参加了高雄医学大学举办的国际PBL研讨会。基于他在研讨会上以及自己医学院的个人经历，他发现PBL项目中经常出现与提供专家导师困难相关的问题。PBL辅导课的学生可能担心在研究应探讨的问题方面无法从导师那里获得足够的指导；此外，PBL案例编写者担心他们编写的案例效果不佳，因为非专家导师可能会在第1步辅导讨论中误导学生。作者提出将标准的基于问题的学习（PBL）方法与基于任务的学习（TBL）要素相结合，可以有效解决这两个问题。他提出的TBL方法包括在PBL辅导课结束时为学生提供一张额外的单子。这张单子由案例编写者撰写，详细列出了学生在研究过程中应调查的关键学习问题、疑问和观点。这减少了对了解案例所有细节的专家导师的需求，并让学生感到得到了支持，且不再那么担心会错过重要的学习问题。
