【正文】 track and finding the resources they need. Raise questions to student groups that deepen the connections they make among concepts. Strike a balance between providing direct guidance and encouraging selfdirected learning. What students do: Address the problem, identifying what they need to learn in order to develop a solution and where to look for appropriate learning resources. Collaborate to gather resources, share and synthesize their findings, and pose questions to guide further learning tasks for the group. ., 6week Cardiovascular Unit ? Students might deal with 6 cases in 18 PBL tutorials ? Each case is designed and written by experts with specific learning objectives in mind ., one of the LO of a case dealing with asthma might be to stimulate students to learn about the structure and function of the respiratory system. Cases are written so as to encourage students themselves to identify their own specific learning objectives. Learning process is studentdirected, and the tutor functions more as a facilitator, not a didactic teacher. Case presentation How does a case serve as a stimulus for learning? Example: PBL tutorial process 1. Case presentation: The tutor provides the group with some introductory clinical information about a hypothetical patient. Mary Smith, a 28yearold office worker and parttime swimming instructor, es to see her GP because of pain in her chest and shortness of breath. This has been a recurring problem in recent months and seems to be gradually worse. On the previous evening, while participating in a swimming gala, she became so short of breath that she found it difficult to walk. 2. Identifying key information 3. Generating and ranking hypotheses: ., Infection, cardiac problem, allergy, asthma, broken rib. Allergy ? cardiac problem 4. Generate an enquiry strategy: What additional information is required? ., Previous medical problems and relevant drug, family amp。s problem. ? Students are required also to extend their discussion beyond the biomedical and clinical sciences and consider the public health, socioeconomic, ethical and legal aspects of the case. How do I get started with PBL? Develop problems that: Capture students’ interest by relating to realworld issues. Draw on students’ previous learning and experience. Integrate content objectives with problemsolving skills. Require a cooperative, multistaged method to solve. Necessitate that students do some independent research to gather all information relevant to the problem. Design assessment tools that: Account for process (. research, collaboration) as well as content skills. Are closely tied to course learning objectives. Balance individual and group performance. How to create effective PBL scenarios ? Learning objectives likely to be defined by the students after studying the scenario should be consistent with the faculty learning objectives ? Problems should be appropriate to the stage of the curriculum and the level of the student