摘要传统教学是采用LBL（lecture based learning,LBL）的教学模式,即以授课为基础的学习[1]。这种教学方式主要是以教师为主体,以讲课为中心,采取全程灌输教学。但随着医学科学、医学信息的迅猛发展和社会医学模式的改变,社会对医学学生的素质提出了更高的要求,低效传统的医学教学模式正,
8O'Neill P A. The role of basic sciences in a problem-based learning clinical curriculum[J]. Med Education, 2000, 34(8): 608-613.
9Fincham A G, Shuler C F. The changing face of dental education: the impact of PBL[J]. Dent Educ, 2001, 65(5): 406-421.
10Hodgson C S, Baillie S, Contini J. Creating Web-based patient education to enhance students' experience in a PBL curriculum[J]. Acad Med, 2001, 76(5): 546-547.
2Jung P, Kennedy M, Winder MJ. Protected block time for teaching and learning in a postgraduate family practice residency program [ J ]. Can Fam Physician ,2012,58 ( 1 ) : e323-329.
3Wood DF. Problem based learning[J]. BMJ ,2008,336(7651):971.
4Taylor CA, Taylor JC, Stoller JK. Exploring leadership competencies in established and aspiring physician leaders: an interview-based study [J]. J Gen Intern Med,2008,23(6) :748-754.
5Koh GC, Khoo HE, Wong ML, et al. The effects of problem-based learn- ing during medical school on physician competency:a systematic review [J]. CMAJ,2008,178(1) :34-41.
6Dyrbye LN ,Thomas MR,Harper W,et al. The learning environment and medical student burnout : a multicentre study [ J ]. Med Educ, 2009,43 ( 3 ) :274-282.
