Lawal O, Ramlaul A, Murphy F
Department of Allied Health Professions, Midwifery and Social Work, School of Health and Social Work, University of Hertfordshire, UK.
Department of Allied Health Professions, Midwifery and Social Work, School of Health and Social Work, University of Hertfordshire, UK.
Radiography (Lond). 2021 May;27(2):727-732. doi: 10.1016/j.radi.2020.11.001. Epub 2020 Nov 19.
Radiography practice is fast developing with new imaging updates and challenging scenarios to deal with on a frequent basis. There is a need to equip students with the skill to be independent learners and develop critical thinking skills, so they can change their practice as the profession evolves. Problem Based Learning (PBL) has widely been adopted in medical and nursing training worldwide as a result of its desirable benefits. In order to ascertain the efficacy of the technique, this paper presents a review of the essential aspects of PBL, such as the theories, process, key roles and implication for radiography education and practice.
The use of a defined model provides a useful structure to the PBL exercise with the addition of reflection, which is a pertinent inclusion within the process. The role of the facilitator in PBL is significant to students' learning as they help guide the students to the learning outcomes and provide support to the group; however, their skills development is an important factor to consider in PBL.
This teaching approach has key benefits in radiography education and training in particular, its impact on preparing students for autonomous clinical practice.
The application of PBL in developing students' critical thinking and decision-making abilities support the narrowing of the spoon-feeding expectation of students and render it a useful pedagogical implementation within radiography programmes.
随着新的成像技术不断更新以及需要频繁应对具有挑战性的情况，放射学实践正在迅速发展。有必要让学生具备成为自主学习者的技能并培养批判性思维能力，以便他们能够随着该专业的发展而改变自己的实践方式。基于问题的学习（PBL）因其诸多益处而在全球医学和护理培训中被广泛采用。为了确定该技术的有效性，本文对PBL的基本方面进行了综述，如理论、过程、关键角色以及对放射学教育与实践的启示。
使用一个明确的模型为PBL练习提供了有用的结构，并增加了反思环节，而反思是该过程中一个恰当的组成部分。PBL中促进者的角色对学生的学习至关重要，因为他们帮助引导学生实现学习成果并为小组提供支持；然而，他们的技能发展是PBL中需要考虑的一个重要因素。
这种教学方法在放射学教育和培训中具有关键益处，特别是对让学生为自主临床实践做好准备方面的影响。
PBL在培养学生批判性思维和决策能力方面的应用有助于减少对学生填鸭式教学的期望，并使其成为放射学课程中一种有用的教学方法。
