Dolmans Diana, Michaelsen Larry, van Merriënboer Jeroen, van der Vleuten Cees
School of Health Professions Education (SHE), Maastricht University , The Netherlands .
Med Teach. 2015 Apr;37(4):354-9. doi: 10.3109/0142159X.2014.948828. Epub 2014 Aug 26.
To meet changes in society and health care, medical curricula require continuous improvement. A relatively new development in medical education is team-based learning (TBL). In the previous century, problem-based learning (PBL) emerged as an exciting new method.
What are the similarities and differences between PBL and TBL? How do both approaches fit with current design principles? How might PBL and TBL benefit from each other's unique strengths?
Analysis of the literature.
The overall similarities between PBL and TBL relate to the use of professionally relevant problems and small group learning, both fitting well with current instructional design principles. The main difference is that one teacher in TBL can run twenty or even more study teams, whereas in PBL each small group is run by one teacher.
In this paper we advocate for a joining of forces. By combining elements of PBL and TBL, we could create varied instructional approaches that are in keeping with current instructional design principles, thereby combining the best of both worlds to optimize student learning.
为适应社会和医疗保健的变化，医学课程需要不断改进。基于团队的学习（TBL）是医学教育中一个相对较新的发展。在上个世纪，基于问题的学习（PBL）作为一种令人兴奋的新方法出现。
PBL和TBL之间的异同点是什么？这两种方法如何符合当前的设计原则？PBL和TBL如何从彼此的独特优势中受益？
文献分析。
PBL和TBL的总体相似之处在于使用与专业相关的问题和小组学习，这两者都与当前的教学设计原则非常契合。主要区别在于，TBL中一名教师可以管理二十个甚至更多的学习小组，而在PBL中每个小组由一名教师管理。
在本文中，我们主张合力协作。通过结合PBL和TBL的元素，我们可以创造出符合当前教学设计原则的多样化教学方法，从而兼收并蓄两者的优点以优化学生学习。
