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| 南京医科大学PBL教学本土化适配与体系化建构的实践探索 |
| The Practical Exploration of Localized Adaptation and Systematic Construction of PBL Teaching at Nanjing Medical University |
| 投稿时间：2025-11-18 修订日期：2026-04-14 |
| DOI： |
| 中文关键词: PBL；医学教育；本土化实践；双向整合课程；核心胜任力；形成性评价 |
| 英文关键词: PBL; Medical Education; Localized Practice; Bidirectional Integration Curriculum; Core Competency; Formative Assessment |
| 基金项目: |
| 作者 | 单位 | 邮编 | | 范鹏* | 南京医科大学 | 211166 | | 王洁 | 南京医科大学教务处 | | | 张永杰 | 南京医科大学教务处 | | | 喻荣彬 | 南京医科大学教务处 | |
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| 中文摘要: |
| 为探索问题导向学习（PBL）在医学教育中的本土化适配路径，南京医科大学以建构主义学习理论、情境学习理论和社会学习理论为基础，结合HOPE理念与I-CARE模式，构建了包含课程设计、导师发展、案例编写、教学组织、多元评价五个维度的PBL教学体系。课程采用“双向整合”设计，将基础与临床知识贯穿于渐进式案例中；导师发展实施“准入-培训-认证-动态评估”机制；案例开发坚持学科交叉与人文融合原则；教学组织采取矩阵式管理；评价机制引入“四个一”差异化考核，强化形成性评价。通过问卷调查和学生反馈分析，学生在自主学习、批判性思维、沟通协作等方面的能力提升获得较高认可。研究同时发现，规模化实施中面临教学质量均质化、教师角色转型困难、过程性评价与外部终结性考试之间存在制度性张力等问题。在此基础上提出了引入AI助教、融合多元教学方法、深化价值引领等优化方向,为PBL在中国医学教育环境中的体系化构建提供了可参考的框架与经验。 |
| 英文摘要: |
| To explore the localized adaptation pathway of Problem-Based Learning (PBL) in medical education, Nanjing Medical University, grounded in constructivist learning theory, situated learning theory, and social learning theory, and integrated with its HOPE philosophy and I-CARE model, has constructed a PBL teaching system encompassing five dimensions: curriculum design, tutor development, case writing, teaching organization, and multiple evaluation methods. The curriculum adopts a "bidirectional integration" design, threading foundational and clinical knowledge through progressive cases. Tutor development implements a mechanism of "access-training-certification-dynamic evaluation." Case development adheres to principles of interdisciplinary integration and humanistic infiltration. Teaching organization adopts a matrix management structure. The evaluation mechanism introduces a "four ones" differentiated assessment to strengthen formative evaluation. Analysis of questionnaire surveys and student feedback indicates high recognition of students' improved abilities in self-directed learning, critical thinking, and communication and collaboration. The study also identifies challenges in large-scale implementation, including homogenization of teaching quality, difficulties in the transformation of teacher roles, and institutional tensions between process-oriented evaluation and external summative examinations. Based on these findings, optimization directions such as introducing AI teaching assistants, integrating diverse teaching methods, and deepening value guidance are proposed, providing a reference framework and experience for the systematic construction of PBL within the Chinese medical education context. |
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