Ghani Azril Shahreez Abdul, Rahim Ahmad Fuad Abdul, Yusoff Muhamad Saiful Bahri, Hadie Siti Nurma Hanim
Department of Basic Medical Sciences, Kulliyah of Medicine, Bandar Indera Mahkota Campus, International Islamic University Malaysia, Kuantan, 25200 Pahang Malaysia.
Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia.
Med Sci Educ. 2021 Apr 21;31(3):1199-1211. doi: 10.1007/s40670-021-01292-0. eCollection 2021 Jun.
Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of effective learning behavior in a PBL context, using the protocol by Arksey and O'Malley. The protocol identified the research question, selected relevant studies, charted and collected data, and collated, summarized, and reported results. We discovered three categories of elements-intrinsic empowerment, entrustment, and functional skills-proven effective in the achievement of learning outcomes in PBL.
基于问题的学习（PBL）强调学习行为，这种行为有助于培养批判性思维、解决问题的能力、沟通能力和协作技能，为学生从事专业医学职业做好准备。然而，培养这些技能的学习行为尚未得到系统的描述。本综述旨在运用阿克西和奥马利的方案，挖掘基于问题的学习背景下有效学习行为的要素。该方案确定了研究问题，选择了相关研究，绘制并收集了数据，整理、总结并报告了结果。我们发现了三类要素——内在赋权、委托和功能技能——在基于问题的学习中被证明对实现学习成果有效。
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