Stein M, Neill P, Houston S
Department of Clinical Pharmacology, University of Zimbabwe, Avondale, Harare.
Med Teach. 1990;12(2):193-6. doi: 10.3109/01421599009006696.
Problem-oriented case discussion is a valuable teaching tool in clinical pharmacology. Small groups are ideal for discussion but attempts to extend this to large groups often magnify the problems seen with small group discussion to an unacceptable extent. We describe a format which overcomes many of the problems encountered. The class is divided into groups of six students. Cases for discussion are distributed a week before discussion. Individual groups meet, research, discuss, form a consensus opinion and appoint a chairperson for each topic. The class meets and two groups are randomly chosen to discuss the first topic. The chairperson of the first group briefly presents the group's analysis of the problem. The chairperson of the second group then acts as an 'interrogator', questioning statements of fact, application of knowledge or logic, and offers alternative opinions. After discussion between the two groups the rest of the class join the discussion. Two new groups are chosen for the second case. This format facilitates self-directed learning, well-prepared participants and worthwhile discussion.
以问题为导向的病例讨论是临床药理学中一种有价值的教学工具。小组讨论很适合，但试图将其扩展到大型团体时，往往会将小组讨论中出现的问题放大到不可接受的程度。我们描述了一种能克服许多所遇到问题的形式。班级被分成六人一组。讨论案例在讨论前一周分发。各个小组碰面、研究、讨论、形成共识意见，并为每个主题指定一名主席。全班集合，随机挑选两组讨论第一个主题。第一组的主席简要介绍小组对问题的分析。然后第二组的主席充当“提问者”，对事实陈述、知识应用或逻辑提出质疑，并提出不同意见。两组讨论后，班级其他成员加入讨论。为第二个案例再挑选两组。这种形式有助于自主学习、参与者充分准备以及进行有价值的讨论。
