Shahabudin S H
Med Educ. 1987 Jul;21(4):310-3. doi: 10.1111/j.1365-2923.1987.tb00369.x.
Required learning of the basic medical sciences based on five clinical problems was compiled by teachers and subsequently derived as 'learning needs' by students during the problem-solving process. These lists of topics were compared in terms of number of lecture-hours and when these were taught in the traditional curriculum. The findings indicate that learning from problems is not entirely free-rein and can be largely determined by teachers; topics taught earlier in the course appeared more frequently than latter topics and there was a tremendous overlap of topics in both the traditional and problem-based list. Regardless of whether lectures have been given or not, students recalled facts better if they had encountered the related clinical problem. This study also reveals that problem-based learning can be as efficient as lectures in content coverage and concludes that the lecture method be retained provided the topics are selective and are derived and sequenced appropriately with clinical problems. Problem-solving should be adopted as a teaching strategy.
基于五个临床问题的基础医学必修课由教师汇编而成，随后学生在解决问题的过程中得出“学习需求”。这些主题列表在讲座时长以及在传统课程中讲授的时间方面进行了比较。研究结果表明，基于问题的学习并非完全自由发挥，很大程度上可由教师决定；课程中较早讲授的主题比后期主题出现得更频繁，传统列表和基于问题的列表中的主题存在大量重叠。无论是否进行了讲座，如果学生遇到过相关临床问题，他们对事实的记忆会更好。这项研究还表明，基于问题的学习在内容覆盖方面可以与讲座一样高效，并得出结论：如果主题具有选择性且与临床问题适当推导和排序，讲座方法应予以保留。应采用解决问题作为一种教学策略。
