| 范鹏,王洁,张永杰,喻荣彬.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[J].济宁医学院学报,2026,49(2):181-186 |
| 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 |
| DOI：10.3969/j.issn.1000-9760.2026.02.015 |
| 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:江苏省高等教育教改研究立项课题(2025JGYB502) |
| 作者 | 单位 | E-mail | | 范鹏 | 南京医科大学教务处, 南京 211166 | | | 王洁 | 南京医科大学教务处, 南京 211166 | | | 张永杰 | 南京医科大学教务处, 南京 211166 | | | 喻荣彬 | 南京医科大学教务处, 南京 211166 | rongbinyu@njmu.edu.cn |
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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5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 teachers' role transformation,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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