Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Selangor, Malaysia.
Med Teach. 2012;34(3):198-204. doi: 10.3109/0142159X.2011.588741.
Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy.
Aim of this communication is to propose ways that will transform the traditional didactic lectures into PBL-compliant teaching/learning sessions.
Insights from the self-experience and that of colleagues and the feedback from students are synthesised with current literature regarding best teaching practices to develop these tips.
These tips, ranging from involving students in the learning process to a routine practice of reflection after delivering a lecture, highlight methods of preparing and delivering lectures that follow the educational philosophy underpinning the PBL approach.
We believe that these tips by advancing the driving force for meaningful learning will transform the didactic lectures of traditional curriculum to interactive sessions that would enhance understanding, augment critical thinking and promote self-directed learning among students.
在基于问题的学习（PBL）课程中保留讲座对讲师提出了新的要求。除了学科知识外，讲师还必须了解讲座的总体目标、其在课程中的背景、与后续考试的关系以及潜在的教育理念。
本交流的目的是提出将传统的讲授式讲座转变为符合 PBL 的教学/学习环节的方法。
综合自身经验、同事经验以及学生反馈的见解，并结合当前关于最佳教学实践的文献，提出这些建议。
这些建议从让学生参与学习过程到在讲授后进行常规反思，突出了符合 PBL 方法基础的教育理念的准备和讲授讲座的方法。
我们相信，这些建议通过推进有意义学习的动力，将传统课程的讲授式讲座转变为互动式课程，从而提高学生的理解能力、增强批判性思维并促进自主学习。
