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prior knowledge? ? Is there a clear connection with one or more of the objectives of the block? ? Is the problem sufficiently plex to offer cues for initial discussion and for generating learning issues? ? Is the problem structured in such a way that it offers cues for discussion in the group? ? Has the problem been formulated clearly and, if possible, does it offer links with professional practice? ? Is the problem multidisciplinary and is clear to students? ? Does the length of the problem enable inclusion of all the relevant information that is needed for identifying learning issues and does the problem not contain superfluous irrelevant information? ? Is the available time sufficient for studying the learning issues? ? Is there sufficient time available for reporting on all the learning issues? ? Does the block offer sufficient variety in learning activities, . does it include different types and formats of problems? ? Is the number of problems geared to the number of group meetings in the block? Has a schedule been drawn up that specifies which problems are to be discussed when? ? Which problems should be tackled in a specific sequence? 。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 students39。PROBLEMBASED LEARNING Presented by: Dr. Soha Rashed Aref Mostafa Prof. of Community Medicine Member of Medical Education Department Faculty of Medicine Alexandria University Egypt Teachercentered Studentcentered NewInnovative Curricula Traditional Medical Curricula Information gathering Problembased Disciplinebased Integrated Hospital based Communitybased Standard Elective Apprenticeshipbased Systematic ? Continuum ? S P I C E S SPICES what is it? Definition of PBL An instructional studentcentered approach which uses carefully constructed clinical problems as a context for students to: define their learning needs, conduct selfdirected enquiry, integrate theory and practice, and apply knowledge and skills to develop a solution to a defined problem. The case serves as a stimulus for learning WHAT IS PROBL