医学基础教育中PBL和CBL两种教学模式的实践与体会

Practices and experiences of PBL and CBL teaching methods in preclinical medical education

以PBL和CBL为主的讨论式教学模式已成为推进医学教育质量的重要教学改革内容之一,文章分析了这两种教学模式在实践应用中的特殊性和区别性。PBL教学模式通常作为一门独立课程设置。在医学基础教育阶段,PBL以激发学生主动学习、团队合作和批判性思维建立为主要目的,因此较适宜于尚未接触医学桥梁课程的学生。而CBL教学模式常依附于学科的课程之内,以引导学生探索问题、发现问题、解决问题和增强思辩能力为目标,授教对象以完成医学桥梁课程学习的学生为主。两种教学模式中,PBL的教师更像是一位旁听者或辅导员,而CBL的教师则如主持人或顾问的角色。分清PBL和CBL两者的教学特点,有利于其达到预期的教学效果与目标。

Implementation of discussion approaches, mainly composed of problem-based leaming （PBL） and case-based learning （CBL）, has become the most important teaching methods in medical education. In this context, the authors have tried to clarify the differences between PBL and CBL by their characteristics. During the preclinical phase of medical students education, PBL, as an independent course, usually be employed to inspire the students, who have not learned the bridge courses such as pathophysiology, to acquire medical knowledge. For CBL, which is integrated in other medical courses, is a better way to build up problem-solving sells and creative thinking of the students who are go- ing to enter the clinical phase of medical education. In both PBL and CBL, students are the main part and teachers are the guide of discussion. But not like the teacher of PBL, who is just an auditor or assistant, the teacher of CBL plays a role as a host of TV show. Consequently, to achieve the purpose of discussion, it is necessary to distinguish these two teaching approaches.