Department of Medical Education, College of Medicine, King Saud University, PO Box 2925, Riyadh 11461, Saudi Arabia.
Med Teach. 2012;34(5):361-7. doi: 10.3109/0142159X.2011.613500. Epub 2012 Mar 28.
One of the key elements for introducing a problem-based learning (PBL) programme is constructing good PBL cases. Good cases should reflect the educational principles of PBL including (a) integration of basic and clinical sciences together with professionalism and psychosocial components, (b) encouragement of discussion of cognitive domains such as identification of problems, generation of hypotheses, construction of an enquiry plan, weighing evidence for and against each hypothesis, interpretation of findings, construction of mechanisms, using evidence to refine the hypothesis and construction of a management plan, (c) encouragement of discussion of cases in small groups with an emphasis on student-centred learning, (d) promotion of collaborative learning and contribution of students to the case discussion and (e) encouragement of teamwork and self-directed learning strategies.
Despite the importance of construction of good PBL cases to the success of a PBL programme, the art of construction of these cases is understudied or described in the literature. Based on our experience in PBL and evidence from literature, we described 12 tips for constructing good PBL cases.
Constructing good PBL cases is an art that necessitates teamwork and input from several different disciplines. Cases should be constructed using a template reflecting the educational objectives of the programme. This approach will ensure optimum learning outcomes and consistency in the design and delivery of cases.
引入以问题为基础的学习（PBL）课程的关键要素之一是构建好的 PBL 案例。好的案例应反映 PBL 的教育原则，包括：（a）将基础和临床科学与专业精神和社会心理因素结合起来；（b）鼓励讨论认知领域，例如识别问题、提出假设、构建探究计划、权衡每个假设的证据、解释发现、构建机制、利用证据完善假设以及构建管理计划；（c）鼓励以学生为中心的学习方式，在小团体中讨论案例；（d）促进协作学习和学生对案例讨论的贡献；（e）鼓励团队合作和自主学习策略。
尽管构建好的 PBL 案例对于 PBL 课程的成功至关重要，但构建这些案例的艺术在文献中研究不足或描述较少。基于我们在 PBL 方面的经验和文献中的证据，我们描述了构建好的 PBL 案例的 12 个技巧。
构建好的 PBL 案例是一门艺术，需要团队合作和来自多个不同学科的投入。案例应该使用反映课程教育目标的模板来构建。这种方法将确保最佳的学习成果，并确保案例的设计和交付具有一致性。
