Midla George S, Coryell Joellen E
Army Medical Department Center and School, Fort Sam Houston, TX, USA.
US Army Med Dep J. 2010 Oct-Dec:39-47.
This study explores facilitator preparation for a physician assistant problem-based learning (PBL) program. A qualitative study approach was used to investigate the experiences of 7 faculty members from 2 separate physician assistant PBL programs within the United States. Data was collected through interviews using open-ended questions that were recorded and analyzed. The results revealed important themes related to topics that addressed the faculty participants' personal experiences when first beginning this method of teaching. Issues addressed included the facilitator's outlook towards PBL, previous experiences which helped to make a smoother transition into their teaching position, approaches that assisted in preparing faculty and students to teach and learn in a PBL program, academic resources referenced by faculty members, and the use of nonclinical tutors in a physician assistant PBL program.
本研究探讨了医师助理基于问题的学习（PBL）项目中促进者的准备情况。采用定性研究方法，调查了美国两个独立的医师助理PBL项目中7名教员的经历。通过使用开放式问题进行访谈来收集数据，并对访谈进行记录和分析。结果揭示了与主题相关的重要内容，这些主题涉及教员参与者初次开始这种教学方法时的个人经历。涉及的问题包括促进者对PBL的看法、有助于更顺利过渡到教学岗位的以往经历、协助教员和学生在PBL项目中进行教学和学习的方法、教员所参考的学术资源，以及医师助理PBL项目中非临床导师的使用。
