Boston Combined Residency Program in Pediatrics, Boston Children's Hospital and Boston Medical Center. Boston, Massachusetts, USA.
Cummings School of Medicine, University of Calgary, Calgary, Canada.
Curr Opin Pediatr. 2020 Dec;32(6):832-836. doi: 10.1097/MOP.0000000000000962.
Problem-based learning (PBL) sessions have become common alternatives to traditional didactic-style sessions in medical education, including within pediatric education. The creation and execution of PBL sessions, however, can vary among institutions and even between educators at a given institution. Coupling the personal experiences of a recently-graduated medical student with that of a knowledgeable medical educator, the authors sought to analyze two PBL session experiences of the medical student during her second year with the goal of pinpointing specific elements that add value for both learners and facilitators.
Through this analysis, the authors propose enhancements to PBL sessions that may make them more optimal for developing knowledge in pediatric medicine. These include utilizing an interactive video of the clinical problem to more uniformly assess the learner's knowledge gaps, supporting the creation and evolution of peer-to-peer learning communities, and helping to educate facilitators in how to guide dialogue in this type of educational setting.
The PBL enhancements identified by the authors provide educators with innovative suggestions to better engage pediatric trainees in building social capital, acquiring knowledge, and helping learners retain that knowledge beyond their assessments.
目的综述：问题式学习（PBL）课程已成为医学教育中替代传统教学模式的常见方法，包括儿科教育。然而，PBL 课程的创建和实施在不同机构甚至在同一机构的教育者之间可能存在差异。本文作者将一名刚毕业的医学生的个人经历与一位知识渊博的医学教育者的经历相结合，分析了该医学生在第二年经历的两次 PBL 课程，旨在确定对学习者和教育者都有价值的具体要素。
最新发现：通过这项分析，作者提出了对 PBL 课程的改进，使其更有利于在儿科学中发展知识。这些改进包括利用临床问题的互动视频更均匀地评估学习者的知识差距，支持同伴学习社区的创建和发展，并帮助教育者了解如何在这种教育环境中引导对话。
总结：作者确定的 PBL 改进为教育者提供了创新的建议，以更好地让儿科受训者参与建立社会资本、获取知识，并帮助学习者在评估后保留知识。
