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題名:The Nature of Problem-based Learning Cases and Its Influence on Learning
書刊名:醫學教育
作者:Tan, C. P. L.Azila, N. M. A.Sim, S. M.
出版日期:2003
卷期:7:4
頁次:頁419-424
主題關鍵詞:PBL casesLearning objectivesTriggersCase design問題導向學習教案
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:3
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     It is generally assumed that problem-based learning (PBL) is intrinsically motiuating for students to encourage them to indulge in self-directed learning. Howeuer, there are many factors that affect studednts’ learning througn the small group tutorial. Some of these include the students’ prior knowledge and group dynamics, the tutor’s attitude and facilitation skills and the nature and quality of cases. Since problems are used as the trigget to stimulate learning in PBL, they play a central role in affecting students’ learning. This paper addresses the issue of the role of problems in PBL as used in the Faculty of Medicine, Uniuersity of Malaya, in particular, how the nature of the problems presented to the students has a peruasiue influence on learning and how the actiuation of , and elaboration of , preuiously acquired knowledge has strong facilitatiue effects on the problem discussion by the group. In addition, the use of “twin” cases with similar learning objectiues for different sets of students is also discussed. Our preliminary studies showed that the nature and quality of the cases affected the progression of discussion and the extent of identification of the learning objectiues as compared to the “intended” learning objectiues for the case/ problem. We discouered that using more than one trigger within a case helped direct learning to a certain extent. The initial trigger encouraged the students to explore concepts in breadth and the subsequent trigger helped them to focus their learning and explore in greater depth. Adding certain euents into the case with the intention of triggering the identification of certain learning objectiues was influenced by the students’ prior knowledge and the “intended” learning objectiues were not always achieued.
期刊論文
1.Tan, C. P. L.、Azila, N. M. A.、Sim, S. M.(20020300)。Improving the Quality of Problem-based Learning Cases in the Faculty of Medicine, University of Malaya。醫學教育,6(1),91-94。new window  new window
2.Dolmans, D. H. J. M.、Snellen-Balendong, H.、Wolfhagen, I. H. A. P.(1997)。Seven principles of effective case design for a problem-based curriculum。Med Teacher,19(3),185-189。  new window
3.Norman, Geoffrey R.、Schmidt, Henk G.(1992)。The psychological basis of problem-based learning: A review of the evidence。Academic Medicine,67(9),557-565。  new window
會議論文
1.Tan, C. P. L.、Azila, N. M. A.、Sim, S. M.(2001)。PBL Case Design Group: Initial experiences in case writing。The 3rd Asia Pacific Conference on Problem Based Learning,(會議日期: 9-12 December 2001)。Rockhampton, Queensland:University of Newcastle, Australia。404-415。  new window
2.Azila, N. M. A.、Tay, L. K.、Supramaniam, K.(2001)。PBL tutorials: influence of attitude on its outcome from students' and tutors' perspectives。The 3rd Asia Pacific Conference on Problem Based Learning,(會議日期: 9-12 December 2001)。Rockhampton, Queensland:University of Newcastle, Australia。15-24。  new window
圖書
1.Kaufman, A.(1985)。Implementing Problem-based Medical Education: Lessons from Successful Innovations。New York, NY:Springer Publishing Company。  new window
2.Barrows, H. S.(1985)。How to design a problem-based curriculum for the preclinical years。New York, NY:Springer Publishing。  new window
3.Dolmans, D.、Snellen-Balendong, H.(2000)。Problem Construction。Maastricht University。  new window
 
 
 
 
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