Saarinen-Rahiika H, Binkley J M
School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada.
Phys Ther. 1998 Feb;78(2):195-207; discussion 207-11. doi: 10.1093/ptj/78.2.195.
Problem-based learning (PBL), as implemented in the health sciences, is an educational method in which the focus of learning is a small-group tutorial in which students work through health care scenarios. The goals of the health care scenarios are to provide a context for learning, to activate prior knowledge, to motivate students, and to stimulate discussion. Learning is student-centered rather than faculty-centered, and self-directed learning is emphasized. The method was developed in the McMaster University medical school program and has since been adopted by many health care professional schools around the world. The theoretical basis and suggested advantages and disadvantages of PBL are outlined. Three approaches to PBL have been identified in the literature: completely integrated PBL curricula, transitional curricula, and a single-course approach. The advantages and disadvantages of each approach are addressed. The physical therapist (PT) program at McMaster University is a completely integrated problem-based curriculum. The history and process of PBL in general and in the PT program are reviewed. The implications of our experience for the development of other PBL courses and curricula are discussed. Evidence for proposed differences in students' performance and outcomes in PBL versus traditional curricula is critically reviewed. Recommendations are made for implementing PBL in PT curricula.
基于问题的学习（PBL）在健康科学领域的实施方式是，学习重点在于小组辅导，学生在其中处理医疗保健场景。医疗保健场景的目标是为学习提供背景、激活先前知识、激励学生并激发讨论。学习是以学生为中心而非以教师为中心，强调自主学习。该方法由麦克马斯特大学医学院项目开发，此后被世界各地许多医疗保健专业学校采用。文中概述了PBL的理论基础以及其优缺点。文献中已确定PBL的三种方法：完全整合的PBL课程、过渡课程和单课程方法。每种方法的优缺点都有提及。麦克马斯特大学的物理治疗师（PT）项目是一个完全整合的基于问题的课程。本文回顾了PBL总体以及PT项目中的历史和过程。讨论了我们的经验对其他PBL课程和课程体系开发的启示。对PBL与传统课程中学生表现和成果方面的拟议差异的证据进行了严格审查。文中还针对在PT课程中实施PBL提出了建议。
