Abou-Elhamd K A, Rashad U M, Al-Sultan A I
Department of ENT, Faculty of Medicine, Sohag University, Egypt.
J Laryngol Otol. 2011 Feb;125(2):117-20. doi: 10.1017/S0022215110001702. Epub 2010 Sep 27.
Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.
We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).
From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.
本科医学教育需要不断改进，以便跟上21世纪医学实践不断变化的需求。基于问题的学习在世界各地的医学院校中越来越多地被采用。我们回顾了其在耳鼻喉科专业中的应用，并介绍了我们将这种方法与更传统方法相结合的经验。
我们将基于问题的学习技术引入沙特阿拉伯法赫德国王大学艾哈萨医学院面向五年级医学生开设的耳鼻喉科课程中。因此，教学安排包括临床和理论活动。安排了六个临床教学日用于病史采集、检查技术和临床病例讨论。病例在小组教学中进行讨论。采用传统方法教授听力学和耳鼻喉科放射学（各一个三小时课程）；还安排了一个三小时的模拟实验室课程和三小时的学生展示。此外，学生参加三天的门诊，并利用多媒体设施学习各种耳鼻喉科疾病（在另一个三小时课程中）。这种教学内容还辅以每学期16次指导性讲座（每周一小时）形式的讲授式教学。
根据我们的教学经验，我们认为将基于问题的学习应用于耳鼻喉科教学使学生的知识有了大幅增加。此外，学生对基于问题的学习与传统教学方法相结合的体验给出了令人鼓舞的反馈。
