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Prof. David C.Y. Kwan
Director, Center for Faculty Development
China Medical UniversityTaichung, Taiwan (since 2005)
Chair in Physiology
University of Hong Kong(1992-1996)
Professor Emeritus
McMaster University, Canada (1976-2008)
PBL: future mainstreamuniversity education?
PBL: future mainstreamuniversity education?
長庚大學醫學院2010-1203
What do we/you know about university education?
What is education?
What is university education about?
What is the perception of university education practiced in Taiwan?
What are the problems about university education in Taiwan?
What is your personal viewpoint?
What should schools/universities be teaching to educate students?What should schools/universities be teaching to educate students?
To Do
技能To Know
知識
人格To Be
What should students be learning along the path of education?What should students be learning along the path of education?
Life/living experiences
Life/living experiences
Relevanceto humanity
Relevanceto humanity
Significanceto society
Significanceto society
群體 社區群體 社區
行為 倫理行為 倫理
生命 經驗生命 經驗
拓展廣泛興趣Cultivating
multiple interests
公民的责任感Sense of
responsibility
善於溝通表達Communication
skills
培養全球化觀Global
awareness
道德推理能力Moral reasoning
skills
深思熟慮省辨Fostering
critical thinking
就業稱職準備Profession/career
preparation
具備求知慾與探索力的大學生
Univ students withcuriosity & ability
for knowledge
應變多元生活Coping with multiplicity
Derek Bok, 2006 Our underachieving colleges
大學教了沒 ?
Reworded by CY Kwan
大學讓學生學了沒 ?
EducationTradition Innovation
Teaching Learning
Content Process
Specialization Diversification
教 學
教 學
Lackingability
Lackingattitude
Teaching 教
Learning 學
KnowledgeSkillsCompetency
傳統Exposure
Acceptance
PBL
Exposure 接觸
Acceptance 接納
Internalization內化
接觸
接納
Tutors
Students
ResourcePersons
Issues of interestWhy consider PBL?
When to implemented PBL?
What are the differences between undergraduate and graduate education?
How does PBL fit in undergraduate education?
EducationTradition Innovation
Teaching Learning
Content Process
Specialization Diversification
Professional behavior
Self-directed learning
Team-work spirit
Communication skills
Professional behavior
Self-directed learning
Team-work spirit
Communication skills
Tutor
Students
Case problem
Group dynamics
Act
ive
lear
nin
g Adult
learnin
g
Practice
Theory
Problem-based learning
Holistic Learning
MoreMorePBLPBLMoreMorePBLPBL
MoretraditionalMoretraditional
ReductionismReductionism
Constructivism
The curriculum
Composition
Integration
Fragments
In school:student-centered
In school:student-centered
In clinic:patient-centered
In clinic:patient-centered
In workplace:staff-centered
In workplace:staff-centered
In society:people-centered
In society:people-centered
To k
now
To Do
Process
Content
Life-longlearning
To be
Prof
essi
onProfessionalAttitude
Know-how
Dentistry
Professionalism
MedicineNursing
Cardio-vascular
Res
pir
ator
yM
uscu
loskeletal
Genito-urinary
Gastro-intenstinal
Endocrine
Nervous
Growth & development
Mind
EducationTradition Innovation
Teaching Learning
Content Process
Specialization Diversification
Trad. CurricTrad. Curric
CompartmentalizedCompositionCompetitiveExamination-drivenExtrinsic motivationExtremely passive
全球的傳統式醫學教育
半世紀以來己遇到很難
解決且日益嚴重的困境
[1]知識暴漲 Knowledge explosion[2]過度專業 Excessive specialization[3]被動學習 Passive rote learning[4]知行脫節 Lack of relevance[5]倫理沒落 Diminishing ethics/humanity
大刀闊斧的醫教改革已
是務急必行且刻不容緩
Traditional teaching is enteringdead-ends in this era
Life SciencesLife Sciences
PopulationPopulation
BehaviourBehaviour
Anatomy
Biochemistry
Physiology
Ethical issues
Pathology
Surgery
Psychology
MicrobiologyCommunity Health
PBLcurriculum
四歲大的小華被媽媽帶來醫院燒
傷急診室求醫。小華左下半身自
腰部以下到小腿的皮膚都可看到
嚴重紅腫及燙傷的大水泡。小華
疼痛得尖聲哭叫。醫師給小華打
了鎮定劑及止痛藥。這位二十一
歲的單親媽媽向醫生抱怨說小華
太頑皮常常帶給她很多麻煩及困
擾，這次他又不小心打翻餐桌上
的熱水壺燙傷了自己可是小華哭
著說：不是我，我沒有打翻熱水
壺！是媽媽倒翻的！
職班醫師
檢查小華時發現小華左大腿外側亦
有四公分長的割傷疤痕而且尚有
濃液滲出。小華說是兩三天前爬
樹玩耍時割傷的。小華的媽媽表
示不知悉這件意外。
小華受傷
了
What do students learnfrom this problem?
皮膚燙傷案例
器官組織解剖
skin,nerve生理
Acid/base, Ionic balance
pain
病理Tissue injuryand repairInfection
藥理Pain killer,
TopicalTreatment,
社區醫學Child care
against burn
社會，心理行為
Child-abuse,behavior
醫療體制Burn-unit
可能的學習目
標
Brain-storming& set goals
腦力激盪 設定目標
Searching &Studying
尋求資訊 精研細讀
Discussion &exchange
討論切磋 相輔互助
Problem-solving:to exchange, to discuss,to refine, to change, to add and to conclude
Problem-exploration:to understand, to define,
to search, to analyzeand to synthesize
Wrap-up & Feedback
評量回饋 自我反省
探討問題
學習新
知
解決問題
學以致
用
Competency for tomorrow’s professionals
Competency for tomorrow’s professionals
Broad spectrum of knowledge/skills 博學多能Good problem-solving skills 解決問題Good team/corporate spirit 團隊精神Appropriate professional behavior 專業操守Effective communication skills 溝通技巧Self-directed learning skills 自主學習 to lead to life-long learning 終身學習
Will the above requirement s different between West Will the above requirement s different between West and East? or between Medicine and Engineering? or and East? or between Medicine and Engineering? or between undergraduate and graduate training?between undergraduate and graduate training?
Will the above requirement s different between West Will the above requirement s different between West and East? or between Medicine and Engineering? or and East? or between Medicine and Engineering? or between undergraduate and graduate training?between undergraduate and graduate training?
ContextualInterestingLively ConceptualizedCareer-orientedPersonableCommunicative
ContextualInterestingLively ConceptualizedCareer-orientedPersonableCommunicative
RelevanceRelevanceTeam-workTeam-workAutonomAutonomyy
RelevanceRelevanceTeam-workTeam-workAutonomAutonomyy Self-motivation
Proper attitudeProfessionalismConsistencyLeadership
Self-motivationProper attitudeProfessionalismConsistencyLeadership
Life-longLearning
The Outcome
Life-longLearning
The Problem
The Process
The competency
Characteristics of learning in a PBL tutorial 實行小組討論的 原則
Student-centered, not teacher-directed – to be
self-directed in learners’ context 以學生為主
Based on case problems, not teaching notes – use of stories in real life context 以教案問題
Evidence-based, not rely on intuitive opinions – search for the best evidence 以資訊循證
Interactive discussions, not didactic lectures – in an active small group environment 以小組討論
Learning integrative concepts, not fragmental facts - construct concept map 以整合知能
Characteristics of learning in a PBL tutorial 實行小組討論的 原則
Student-centered, not teacher-directed – to be
self-directed in learners’ context 以學生為主
Based on case problems, not teaching notes – use of stories in real life context 以教案問題
Evidence-based, not rely on intuitive opinions – search for the best evidence 以資訊循證
Interactive discussions, not didactic lectures – in an active small group environment 以小組討論
Learning integrative concepts, not fragmental facts - construct concept map 以整合知能
PBL is a multi-method pedagogic concept 它不光是一種教學方法、更涵蓋了重要的教育理念
Problem-based learningProfessional-based learning Proficiency-based learningPatient-based learningProperly balanced learningPassion-based learningPupil-based learningPopulation, behavior, life-sciencesProject-based learning
PBL
的精粹在於
其整合性,
相關
性
及科學
性。P
BL
把學習
變得人性化,
情
境化及趣味化。
Clockwise?
PBL is amindset
or, counterclockwise?
Implementing PBL: When is the better time doing it?
a. In the secondary school
b. In the undergraduate years
c. In the post-graduate training
d. In the workplace
PrinciplesConceptSpirits
Self-directedlearning
Student-centeredlearning
Competence-based
learning
Contextual & personable
Integrative & holistic
Evidence-basedlearning
Set researchhypotheses & objectives
腦力激盪 設定目標
Literature check & studyplanning
尋求資訊 精研細讀
Design, discuss, question &modify
討論切磋 相輔互助
Problem-solving:to exchange, to discuss,to refine, to change, to add and to conclude
Problem-exploration:to understand, to define,
to search, to analyzeand to synthesize
探討問題
學習新
知
解決問題
學以致
用
Problem-solving:to exchange, to discuss,to refine, to change, to add and to conclude
解決問題
學以致
用評量回饋 自我反省
Write-up,feedback &publish
Case problem design Case problem design
Training tutorsTraining tutors
Resource distributionResource distribution
Selecting studentsSelecting students
Implementing PBLImplementing PBL
PBL: 重要な元素PBL: 重要な元素PBL conceptualization PBL conceptualization
Assessment toolsAssessment tools資源
評估
錄取
教案
培訓
引入
概念概念
If PBL is used merely as a fashionable way to transmit factual knowledge content from a traditional perspective lacking PBL spirits, the teachers and students will inevitably suffer.
Final take-home message:
PBL 方法
Tradition
thoughts
傳統思維
Your thinking is steered by
your past experience(tradition=historical
burden)傳統 : 歷史包袱傳統 : 歷史包袱
Thank you for your attention
Watch out ! Not all PBL are alike !!
