Dept. of Psychiatry, University of Colorado, Denver, Denver, CO.
Acad Psychiatry. 2011 Jul-Aug;35(4):245-248. doi: 10.1176/appi.ap.35.4.245.
Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs.
The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, contextualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playing exercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family.
Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases.
Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs.
基于问题的学习（PBL）已在全球医学教育中实施。尽管它很受欢迎，但它通常不被认为对住院医师培训计划有用。作者提出了一种将 PBL 应用于住院医师培训计划的模型。
作者介绍了一种在精神病学培训计划中向住院医师 2 年级成员教授身心医学的 PBL 课程。PBL 的目标是鼓励自主学习；通过基于案例、情境化的学习增强好奇心；促进协作实践；并支持以患者为中心的护理。角色扮演练习的增加有助于住院医师 2 年级的学生从简单地制定鉴别诊断发展到能够构建生物心理社会公式，并且为这些住院医师提供了一个向患者和家属介绍病例公式的机会。
住院医师和教师都喜欢 PBL 角色扮演课程。住院医师希望得到他们的学习目标，而不是自己生成学习目标，希望更快地完成病例，并且希望获得更多的信息和更多的病例。
使用 PBL 和角色扮演教授身心医学，可以满足许多提出的身心医学住院医师培训核心能力。然而，需要进一步完善 PBL 方法，以便将其应用于住院医师培训计划。
