Dolmans D, Schmidt H
Department of Educational Development and Research, University of Limburg, Maastricht, Netherlands.
Postgrad Med J. 1996 Sep;72(851):535-8. doi: 10.1136/pgmj.72.851.535.
Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises.
以问题为基础的课程提供了一种学习环境，在这种环境中，能力的培养主要不是通过传授知识的教学，而是通过鼓励一种探究式的学习方式。小组初步讨论、情境学习、知识整合以及对患者问题的强调，对学生学习有多种认知影响。这些影响包括知识的更好保留、将基础科学概念融入临床问题的能力增强、自主学习技能的发展以及学生对学科内容内在兴趣的提高。本文将回顾一些研究，这些研究为这些前提提供了实证证据。
