Bell F A, Hendricson W D
Department of Oral and Maxillofacial Surgery, University of Texas Health Science Center at San Antonio 78284.
J Dent Educ. 1993 Sep;57(9):687-95.
A problem-based predoctoral implantology course was implemented for ten senior dental students at the University of Texas Health Science Center at San Antonio. Students met in small tutorial groups three times a week to analyze patient cases developed for the course. As students explored the patient's problems, they identified areas where their knowledge was deficient, as well as special interests, and prioritized these areas, known as learning issues, into a learning agenda for subsequent study. During unprogrammed free time between tutorials, students researched the learning issues, and came to the next tutorial prepared to discuss what they had learned and in so doing, helped their peers learn the material. The faculty tutor used non-directive questioning to facilitate group problem-solving and promote interaction but did not lecture or give answers. The cases were developed in the "progressive disclosure paperback" format, reflecting the evolving nature of the patient's implant therapy. In conjunction with the PBL tutorials, students performed implant surgery and prosthodontics on a minimum of three patients and provided maintenance therapy on three to four other implant patients. Course evaluation consisted of three elements: (1) weekly peer evaluation by the students using a six item checklist, (2) tutor evaluation, using the same checklist, and (3) an oral examination. The tutor met individually with each student midway through the course and at the conclusion to summarize the peer evaluations and discuss the student's performance, including contributions to group process. Student reaction to this PBL experience was enthusiastically supportive, and student performance exceeded faculty expectations.
德克萨斯大学圣安东尼奥健康科学中心为十名牙科高年级学生开设了一门以问题为基础的博士前种植学课程。学生们每周三次以小组辅导的形式见面，分析为该课程编写的患者病例。在学生探索患者问题的过程中，他们确定了自己知识欠缺的领域以及特别感兴趣的领域，并将这些领域（即学习问题）按优先级列入后续学习的学习议程。在辅导课之间的非安排好的空闲时间里，学生们研究这些学习问题，并在下次辅导课时准备好讨论他们所学的内容，通过这样做来帮助同伴学习这些材料。教师导师采用非指导性提问来促进小组解决问题并增进互动，但不讲课也不给出答案。病例采用“逐步披露平装本”的形式编写，反映了患者种植治疗的发展性质。与基于问题的学习辅导课相结合，学生们至少为三名患者进行种植手术和修复治疗，并为另外三到四名种植患者提供维护治疗。课程评估包括三个部分：（1）学生每周使用六项清单进行同伴评估；（2）导师使用相同清单进行评估；（3）口试。在课程进行到一半时以及课程结束时，导师分别与每位学生见面，总结同伴评估情况并讨论学生的表现，包括对小组进程的贡献。学生对这种基于问题的学习体验给予了热情支持，学生的表现超出了教师的预期。
