Nasr Ziad G, Wilby Kyle John
College of Pharmacy, Qatar University, PO Box 2713 Doha, Qatar.
Curr Pharm Teach Learn. 2017 Jul;9(4):719-722. doi: 10.1016/j.cptl.2017.03.027. Epub 2017 May 31.
Adaption of active learning strategies into new cultures and contexts requires careful consideration to maximize effectiveness and meet intended objectives. The aim of this paper was to describe the adaption and implementation of problem-based learning (PBL) within a pharmacy curriculum in a Middle Eastern context.
PBL was implemented into the curriculum at Qatar University in 2014 and expanded in subsequent years to include differing courses and contexts. The process was blueprinted to align with international accreditation standards. A SWOC (Strengths, Weaknesses, Opportunities, Challenges) analysis was completed to identify cultural and contextual facilitators and barriers regarding implementation and achievement of target outcomes.
Strengths included novelty, enhancement of learning, engagement, and accreditation alignment. Weaknesses included student preparation and buy in, facilitation inconsistency, and logistical support. Opportunities included expansion, departmental support, timing, and congruency with practice skills. Challenges included student resistance, departmental engagement, assessment, expansion, and cultural norms in teaching and learning.
PBL provided benefit but also presented many cultural and contextual challenges of adaption from Western settings. Future work should focus addressing these cultural factors, to promote effectiveness of PBL as an active learning strategy.
将主动学习策略应用于新文化和新环境时，需要仔细考量以实现效果最大化并达成预期目标。本文旨在描述在中东背景下，基于问题的学习（PBL）在药学课程中的应用与实施情况。
2014年，卡塔尔大学将PBL应用于课程中，并在随后几年进行扩展，涵盖不同课程和环境。该过程依据国际认证标准制定了蓝图。完成了SWOT（优势、劣势、机会、挑战）分析，以确定在实施及实现目标成果方面的文化和环境促进因素与障碍。
优势包括新颖性、学习效果提升、参与度提高以及与认证标准相符。劣势包括学生准备情况和接受程度、引导不一致以及后勤支持。机会包括扩展、部门支持、时间安排以及与实践技能的一致性。挑战包括学生抵触情绪、部门参与度、评估、扩展以及教学中的文化规范。
PBL带来了益处，但也呈现出诸多从西方环境适应过来的文化和环境挑战。未来工作应着重解决这些文化因素，以提高PBL作为一种主动学习策略的有效性。
