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首页> 外文期刊>Australasian Medical Journal >DIFFERENTIATING CASE-BASED LEARNING FROM PROBLEM-BASED LEARNING AFTER A TWO-DAY INTRODUCTORY WORKSHOP ON CASE-BASED LEARNING
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DIFFERENTIATING CASE-BASED LEARNING FROM PROBLEM-BASED LEARNING AFTER A TWO-DAY INTRODUCTORY WORKSHOP ON CASE-BASED LEARNING

机译：在基于案例的学习的为期两天的介绍性工作坊之后，将基于案例的学习与基于问题的学习进行区分

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Background Considerable overlap exists between case-based learning (CBL) and problem-based learning (PBL) and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL) curriculum, to differentiate between case-based learning (CBL) and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL.
机译：背景技术基于案例的学习（CBL）和基于问题的学习（PBL）之间存在相当多的重叠，并且两者之间的区别对于许多学者而言可能很困难。目的本研究在为期两天的CBL研讨会之后，评估了熟悉基于问题的学习（PBL）课程的医学院校成员区分基于案例的学习（CBL）和PBL的能力。方法向参加CBL入门课程的所有参与者分发问卷。它旨在记录受访者的基本特征，他们对CBL或PBL的偏爱，识别CBL和PBL之间差异的能力以及对课程的总体看法。结果在所有参加研讨会的人中，有80.5％的人返回了完整的调查表。受访者的平均年龄为44.12±12.31岁，女性占少数。多数人认为CBL优于PBL，并且认为CBL更具临床意义，强调自我导向的学习，提供了更多的学习机会，允许对案例进行深入探索，构建了结构化的环境，并鼓励使用所有学习资源。关于受访者将CBL与PBL区别的能力，加权分数为39.9％表示受访者未能正确识别CBL与PBL之间的差异。不到一半的人认为CBL是从PBL值得发展的，大约三分之一的人会建议CBL优于PBL。

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