Wang Ge, Tai Baojun, Huang Cui, Bian Zhuan, Shang Zhenjun, Wang Qian, Song Guangtai
Key Laboratory for Oral Biomedical Engineering of Ministry of Education, School and Hospital of Stomatology, Wuhan University, Wuhan 430079, PR China;.
J Dent Educ. 2008 May;72(5):610-5.
This article describes how a multidisciplinary problem-based learning (PBL) curriculum was established at the School of Stomatology at Wuhan University (WHUSS) in China for preclinical education in a seven-year dental school program. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilitators and students, development of resource materials, curriculum design, and case writing were done in a manner that is consistent with the characteristics and learning style preferences of Chinese dental students. About 80 percent of the lectures were kept in the new PBL program. The multidisciplinary PBL curriculum has been successful in helping dental students mentally construct an understanding of the interrelationship between dental knowledge and basic science concepts. The experience at WHUSS indicates that there are clear benefits for students in the PBL format. A benefit to faculty is that PBL tutorial facilitators were partly liberated from their traditional roles and developed additional skills for facilitating. However, conflict arises when PBL-trained students encounter the traditional exam-centered education system.
本文介绍了中国武汉大学口腔医学院（WHUSS）如何为七年制牙科学院项目的临床前教育建立多学科基于问题的学习（PBL）课程。基于在一个学科中实施的改良PBL项目的积极反馈，建立了多学科PBL课程。以符合中国牙科学生特点和学习风格偏好的方式，对促进者和学生进行PBL培训、开发资源材料、进行课程设计和编写案例。新的PBL项目保留了约80%的讲座。多学科PBL课程成功地帮助牙科学生在头脑中构建了对牙科知识与基础科学概念之间相互关系的理解。WHUSS的经验表明，PBL形式对学生有明显益处。对教师的一个好处是，PBL辅导促进者部分地从他们的传统角色中解放出来，并培养了额外的促进技能。然而，当接受PBL培训的学生遇到以考试为中心的传统教育系统时，就会产生冲突。
