Schilling K, Ginn D S, Mickelson P, Roth L H
School of the Health Sciences, University of Pittsburgh, PA 15261, USA.
Bull Med Libr Assoc. 1995 Apr;83(2):176-83.
Recent trends in medical education include a shift from the traditional, didactic, lecture-oriented approach to a more student-driven, problem-based approach to learning. This trend provides librarians with an opportunity to develop programs to teach information-gathering skills that support and are integrated into problem-based learning (PBL). In 1992, the University of Pittsburgh School of Medicine implemented the initial phase of a curriculum revision that emphasizes PBL. Since that time, Falk Library of the Health Sciences has provided a large-scale, intensive program integrating information-seeking skills and activities into the first-year Patient-Doctor Relationship course, a sequence that initiates medical school. A multimodal approach to information seeking and sources is emphasized, utilizing print and audiovisual materials, computerized resources, and subject experts. The Falk Library program emphasizes the gathering and use of information as central to both PBL and student skills development. An informal, post-course evaluation was conducted to gauge which information resources were used and valued most by students. This article presents evaluation results, including data on the use of information sources and services, and student perceptions of the librarian's role in the PBL sessions.
医学教育的近期趋势包括从传统的、说教式的、以讲座为导向的方法转向更以学生为驱动的、基于问题的学习方法。这一趋势为图书馆员提供了一个机会，来开发一些项目，教授支持并融入基于问题学习（PBL）的信息收集技能。1992年，匹兹堡大学医学院实施了课程修订的初始阶段，该阶段强调基于问题的学习。从那时起，健康科学领域的福尔克图书馆开展了一个大规模的强化项目，将信息检索技能和活动融入到第一年的医患关系课程中，这是医学院校课程的起始部分。该项目强调采用多模式的信息检索方法和信息来源，利用印刷品和视听材料、计算机资源以及学科专家。福尔克图书馆的项目强调信息的收集和使用是基于问题学习和学生技能发展的核心。我们进行了一次非正式的课程后评估，以衡量学生最常使用和重视哪些信息资源。本文展示了评估结果，包括关于信息来源和服务使用情况的数据，以及学生对图书馆员在基于问题学习课程中所起作用的看法。
