Wetherell J, Mullins G
Department of Dentistry, University of Adelaide.
Aust Dent J. 1994 Jun;39(3):190-2. doi: 10.1111/j.1834-7819.1994.tb03092.x.
This paper describes the first two years of an attempt to introduce a problem-based approach into the teaching of oral diagnosis. The most significant features of this approach were the involvement of the students in setting course goals, the use of student journals to encourage reflection on learning, the encouragement of self-assessment, and an attempt to relate clinical practice to problem-solving seminars. The paper reports on student reactions to the course and discusses further developments in the course, in particular attempts to develop a more explicit understanding in students of their own learning processes, and more attention to factors in the learning environment which engender confidence, reflection and self-evaluation.
本文介绍了将基于问题的教学方法引入口腔诊断教学的前两年尝试。该方法最显著的特点包括让学生参与设定课程目标、利用学生日志鼓励对学习进行反思、鼓励自我评估，以及尝试将临床实践与问题解决研讨会联系起来。本文报告了学生对该课程的反应，并讨论了课程的进一步发展，特别是尝试让学生更明确地理解自己的学习过程，以及更多地关注学习环境中能培养信心、反思和自我评估的因素。
