關超然 David CY Kwan

中國醫藥大學 ( 台灣 )

教師培育暨發展中心主任Chair Professor

The University of Hong KongProfessor Emeritus

McMaster University, Canada

關超然 David CY Kwan

中國醫藥大學 ( 台灣 )

教師培育暨發展中心主任Chair Professor

The University of Hong KongProfessor Emeritus

McMaster University, Canada

PBL: an educationalconcept in learning

MANAGEMENT高苑科大 2012 - 1127高苑科大 2012 - 1127

The origin and spread of PBLPBL moves to Asia & TaiwanChina Medical University adopts hybrid- PBL in 2002PBL is a learning, not a teaching managementPBL learning process: in keeping with

concept and purposesConclusion: summary and take-home messages

Content of presentation

How did PBLoriginate andspread?

McMaster Universityis the PBL Master indeed.1965 1969 1972

Hamilton, OntarioHamilton, Ontario

McMaster University Home of innovation

Who has been so revolutionarily daring for 40 yrs with risks and growing pain ?

Who has been so revolutionarily daring for 40 yrs with risks and growing pain ?

It has survived for more than 4 decades with continuing growth and improvement

It has survived for more than 4 decades with continuing growth and improvement

Innovation, innovation and innovation!PBL, EBM, PPI, MMI, CBL-PBLInnovation, innovation and innovation!PBL, EBM, PPI, MMI, CBL-PBL

Dr. John Evans

Dr. Henry Thode

43 years of innovation – McMaster University Faculty of Health Sciences

1968

in medical education - planning started at McMaster Univ., Canada in 1965, implemented in 1969; first class graduated in 1972. Maastricht Univ (Holland) also adopted a full PBL in 1976. Harvard (USA) started a so-called “new pathway curriculum” (Hybrid-PBL) on the basis of McMaster PBL philosophy in 1985 following their visit to McMaster. I joined McMaster Univ. in 1976, became a PBL tutor in 1980.

1993 - My first attempt to introduce PBL to Asia at the Univ. Hong Kong

1995 - to Zhejiang and Beijing Med Universities in China and Taipei Med. Univ. in Taiwan.

1999 – to the Natnl Yang-Ming Univ, Taiwan 2000 - to the Natnl Univ. Singapore 2003 - A short-term PBL consultant for WHO

(WPRO, Manila, the Philippines) 2004 - to all medical schools in Taiwan 2005 – joined CMU in Taichung and made

frequent visits to Japan, Indonesia, Malaysia, Macau, and China since 2005

以問題為導向的學習東遊誌

TutorTutor

StudentsStudents

Caseproblem

Caseproblem

Group dynamicsGroup dynamics

©Professional behavior 素養©Self-directed learning 自主 ©Team-work spirit 團隊©Communication skills 溝通

©Professional behavior 素養©Self-directed learning 自主 ©Team-work spirit 團隊©Communication skills 溝通

PBL moves toAsia & Taiwan

以問題為導向的學習東遊誌

在中國與台灣舉行的國際型亞太 PBL 會議 :2000 - 香港香港大學醫學院2002 - 台北長庚大學醫學院2008 - 瀋陽中國醫科大學2010 - 台北輔仁大學醫學院2012 - 上海復旦大學醫學院

APA-PHS, APC-PBL, APJC-PBL

台北地區 :國立台灣大學國立陽明大學國立國防醫學院台北醫學大學長庚大學輔仁大學馬偕醫學院

台中市 :中國醫藥大學中山醫學大學

台南市 :國立成功大學

高雄市 :高雄醫學大學

花蓮 :慈濟大學

• 2300 萬人口• 1300 醫學生 / 年• 50~200 醫學生 / 每校

12 medial schools in Taiwan

義守大學 ( 學士後中醫 )

Problem-based learning, PBLPBL 是加拿大 McMaster 大學於 1965 策劃 PBL, 1969 年首先實施，之後全球逐漸有醫學院採納這種學習理念，有些學校甚至於效法 McMaster ，幾乎完全以 PBL 做為醫學教育課程，例如荷蘭的 Mastricht 大學（ 1976 年開始） ; 美國的 Hawaii 大學醫學院 (1989 年開始 ); 台灣的輔仁大學醫學院也己全面採用 PBL (2001), 但尚未應用到第一 , 二年級的通識教育 .

亞洲地區日本東京女子醫大於 1991 年開始逐步進行 PBL 。有些學校則部份採用PBL 教案加入現有的課程內，但仍以大堂授課（ lectures) 為主軸 , 這些稱之為hybrid-PBL: 如哈佛大學醫學院的 New pathway curriculum(1985), 亞洲的香港大學(1997), 陽明大學 (1999), 長庚大學 (2000) , 新加坡大學（ 2000), 中國醫藥大學 (2002)及其他在台灣的醫學院校 . 早期台大 (1992) 欲借鏡哈佛大學卻演變成為小班教學 ,一直在極力改善中 .

國立陽明大學 東京女子醫大

Tutor Tutor

台北建中 , 北一女

China Medical University

adopts PBL in 2002

2001 Sept.13~17

參觀東京女子醫學大學PBL 課程與流程參觀東京女子醫學大學PBL 課程與流程

洪瑞松副校長陳偉德所長沈戊忠主任

洪瑞松副校長陳偉德所長沈戊忠主任

謝宗岑副主任蘇百弘主任陳健仲主任

謝宗岑副主任蘇百弘主任陳健仲主任

The above “ 考察長官” are no longer involved in PBL

KozuYoshioka

Tutor

Very little eye contact

Look where the tutor sits in this PBL group!The tutors sit away and outside the students group. They are sending the negative message that they are NOT part of the group

The tutors could not keep eye-contact with all students. How can they have effective communication with the members? They can only focus on contentsNOT group dynamics

TWMU, Japan, 2001

Tutor

中國醫藥大學

2004

Where the tutor and the student sit may matter in effectivemanagement of PBL tutorial dynamicsCMU, 2002-2004

CMU, Since 2005, but…..

2001-0914“Small class teaching”Natnl Yang-Ming Univ.

How the tutor responds to group members may also affect their learning dynamics