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Learning from the problems of problem-based learning

机译：从基于问题的学习中学习问题

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Background The last decade has witnessed a rapid expansion of biomedical knowledge. Despite this, fashions in medical education over the same period have shifted away from factual (didactic) teaching and towards contextual, or problem-based, learning (PBL). This paradigm shift has been justified by studies showing that PBL improves reasoning and communication while being associated with few if any detectable knowledge deficits. Discussion Analysis of the literature indicates that the recent rapid rise of PBL has closely paralleled the timing of the information explosion. The growing dominance of PBL could thus worsen the problems of information management in medical education via several mechanisms: first, by creating the impression that a defined spectrum of core factual knowledge suffices for clinical competence despite ongoing knowledge expansion (quality cost); second, by dissuading teachers from refining the educational utility of didactic modalities (improvement cost); and third, by reducing faculty time for developing reusable resources to impart factual knowledge more efficiently (opportunity cost). Summary These costs of PBL imply a need for strengthening the knowledge base of 21st-century medical graduates. New initiatives towards this end could include the development of more integrated cognitive techniques for facilitating the comprehension of complex data; the design of differentiated medical curricula for producing graduates with defined high-priority skill sets; and the encouragement of more cost-effective faculty teaching activities focused on the prototyping and testing of innovative commercializable educational tools.
机译：背景技术过去十年见证了生物医学知识的迅速发展。尽管如此，同一时期的医学教育方式已经从事实（指导性）教学转向了情境学习或基于问题的学习（PBL）。研究表明，PBL改善了推理和沟通能力，同时几乎没有可检测的知识缺陷，因此证明了这种范式的转变。讨论文献分析表明，PBL的快速崛起与信息爆炸的时机非常接近。因此，PBL的日益增长的主导地位可能通过以下几种机制使医学教育中的信息管理问题恶化：首先，通过产生这样的印象，即尽管知识不断扩展（质量成本），一定范围的核心事实知识仍足以满足临床能力要求;第二，通过劝说教师改进教学方式的教育效用（改进成本）;第三，减少教师开发可重复使用资源的时间，以更有效地传授事实知识（机会成本）。总结PBL的这些成本意味着需要加强21世纪医学毕业生的知识基础。为此目的的新举措可能包括开发更多的综合认知技术，以促进对复杂数据的理解;设计差异化的医学课程，以培养具有明确的高优先技能的毕业生;鼓励开展更具成本效益的教师教学活动，重点是对创新的可商业化教育工具进行原型设计和测试。

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