Department for Educational Development and Research, Faculty of Health Sciences, Linköping University, Linköping, Sweden.
Med Teach. 2010;32(9):766-72. doi: 10.3109/01421591003688381.
In 1999, the Faculty of Health Sciences at Linköping University, Sweden, started up a process of replacing text-based problem-based learning (PBL) scenarios with web-based multimedia-enhanced scenarios. This article brings together three studies of the results of this process and the experience gained from 10 years of implementation work.
Adding multimedia to PBL scenarios makes them more realistic and thereby more motivating and stimulating for the student to process. The group process is not disrupted by the introduction of the computer in the group room. It is important to challenge the students by varying the scenarios' perspective and design in order to get away from cue-seeking behaviors that might jeopardize a deep approach to learning. Scrutinizing all scenarios in a PBL curriculum can be used as a tool for improvement and renewal of the entire curriculum.
1999 年，瑞典林雪平大学健康科学学院启动了一个过程，用基于网络的多媒体增强场景取代基于文本的基于问题的学习 (PBL) 场景。本文汇集了对这一过程结果的三项研究以及从 10 年实施工作中获得的经验。
向 PBL 场景中添加多媒体内容可使场景更具真实性，从而更能激发学生的学习兴趣和积极性。在小组房间中引入计算机不会干扰小组的讨论过程。通过改变场景的视角和设计来挑战学生，以避免可能危及深入学习的寻求线索行为是很重要的。审查 PBL 课程中的所有场景可作为改进和更新整个课程的工具。
