我国PBL教学研究现状分析

我国PBL教学研究现状分析

田金徽,沈明辉,殷敏,邢丽娜,樊景春

兰州大学循证医学中心,兰州大学第二医院,兰州大学第一医院,兰州大学循证医学中心，兰州大学基础医学院,甘肃中医药大学公共卫生学院

收稿日期:2019-04-10 修回日期:2019-04-10 出版日期:2019-04-25
基金资助:
兰州大学2015教学研究项目(项目编号：201525；项目名称：本科教学中“任务驱动”项目教学法的研究与实践—以循证医学课程为例)；兰州大学2017教学研究项目(项目编号：2017047；项目名称：基础医学本科教学学生评教模式改革与探索)；甘肃中医药大学教学研究与改革项目(项目编号：ZH-201807；项目名称：PBL与CBL在中医院校不同层次不同专业学生教学中的实践与评价)；兰州大学第一医院教学研究项目(项目名称：项目教学在临床带教中的应用——以妇产科护理教学为例)

Analysis of the Current Situation of Problem-based Learning Researches in China

Tian JinHui,Shen MingHui,Yin Min,Xin LiNa and Fan JingChun

Evidence-based Medicine Center of Lanzhou University,Lan zhou da xue Di er Yi yuan,Lan zhou da xue Di Yi Yi yuan,Lan zhou da xue Xu Zheng Yi Xue Zhong Xin,Gan su zhong yi yao da xue gong gong wei sheng sue yuan

Received:2019-04-10 Revised:2019-04-10 Online:2019-04-25

摘要/Abstract

摘要： 目的：分析我国学者近10年来在医药卫生领域已发表的以问题为基础的学习(problem-based learning，PBL) 研究的现状，以期为国内医药卫生领域PBL教学的开展提供借鉴与参考。方法：计算机检索获取PBL教学研究。用VOSviewer 1.6.10软件对纳入文献的年代、发表期刊、作者及其单位和关键词等信息进行提取和分析。对高产作者、高产机构和高频关键词进行聚类分析，并生成可视化知识图谱。结果：纳入国内医药卫生领域PBL教学研究共计5 993篇，年发文量于2012年以后迅速增长。发文量最多的期刊为《中国高等医学教育》(437篇)。15 802位作者参与了研究的发表，发文量大于5篇的作者仅占0.84%。发文量前3位的机构为新疆医科大学第一附属医院(100篇)、西安交通大学第一附属医院(76篇)和中国医科大学(65篇)。主要作者形成了13个合作团体，主要机构形成了4个研究团队，但各作者之间、机构之间合作较少。研究的主题主要有4个，主要的研究热点是医学相关课程教学模式的探索及应用。结论：我国医药卫生领域PBL教学研究的数量呈由递增到递减的趋势，高产作者较少，参与研究的团体较多，机构团队较少，各团体、机构之间的联系不够紧密，仍需进一步增强合作。研究主题较局限，仍需开拓新的研究主题。

Abstract: Objective：To analyze the current situation of problem-based learning (PBL) researches in China in medicine and health field published by Chinese scholars in the past ten years， and to provide reference for PBL researchers in China. Methods：We searched database to obtain PBL researches. The VOSviewer 1.6.10 software was used to extract and analyze the related information such as publication year， journal， researcher， institution， and keywords.Cluster analysis was performed on high-yielding authors， high-yielding institutions， and high-frequency keywords， and the visual knowledge maps was created. Results：A total of 5 993 PBL researches in the field of medicine and health were included， and the number of papers published each year increased rapidly after 2012. The most productive journal was Chinese Higher Medical Education (437 articles). 15 802 authors participated in the publication of the study， but only 0.84%of the authors with more than 5 articles.The top three productive organizations were the First Affiliated Hospital of Xinjiang Medical University (100 articles)， the First Affiliated Hospital of Xi′an Jiaotong University (76 articles) and the Chinese Medical University (65 articles). The main authors formed 13 cooperative groups， and the main institutions formed 4 research teams， but there was less cooperation among the authors and institutions. There were four research topics， and the main research hot spots were the exploration and application of medical-related curriculum teaching models. Conclusion：The number of PBL studies is from raising to declining in China in medicine and health care field.There are few authors with high yields， many participating groups， few institutional teams involved in PBL researches. The links between groups and institutions are not close enough， and cooperation needs to be further enhanced. The subject of the study is rather limited and needs to be further expanded.

田金徽,沈明辉,殷敏,邢丽娜,樊景春. 我国PBL教学研究现状分析[J]. .

Tian JinHui,Shen MingHui,Yin Min,Xin LiNa and Fan JingChun. Analysis of the Current Situation of Problem-based Learning Researches in China[J]. .

参考文献

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Yuan H, Kunaviktikul W, Klunklin A, et al. Promoting critical thinking skills through problem-based learning [J]. J Soc Sci Humanit 2008, 2(2):85-100.
Distler JW. Critical thinking and clinical competence: results of the implementation of student-centered teaching strategies in an advanced practice nurse curriculum [J]. Nurse Educ Pract 2007, 7(1): 53-59.
Dahl B. What is the problem in problem-based learning in higher education mathematic [J]. Int J Eng Educ. 2017, 4:1-14.
Barrows HS. Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning [J].1996, 1996:3-12.
Shin JH, Haynes RB, Johnston ME. Effect of problem-based, self-directed undergraduate education on life-long learning [J].Can Med Assoc J.1993, 148:969-976.
Wells M, Clougherty R. Use of Wikis in chemistry instruction for problem-based learning assignments: an example in instrumental analysis [J].J Chem Educ. 2008, 85:1446-1448.
刘爱萍,刘娟,苏小杰,等.中医药防治艾滋病(HIV/AIDS)外文研究现状分析[J].中国医药导刊,2017,19(9):874-879.
Yuan H, Kunaviktikul W, Klunklin A, et al. Promoting critical thinking skills through problem-based learning [J]. J Soc Sci Humanit 2008, 2(2):85-100.
Distler JW. Critical thinking and clinical competence: results of the implementation of student-centered teaching strategies in an advanced practice nurse curriculum [J]. Nurse Educ Pract 2007, 7(1): 53-59.
Dahl B. What is the problem in problem-based learning in higher education mathematic [J]. Int J Eng Educ. 2017, 4:1-14.
Barrows HS. Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning [J].1996, 1996:3-12.
Shin JH, Haynes RB, Johnston ME. Effect of problem-based, self-directed undergraduate education on life-long learning [J].Can Med Assoc J.1993, 148:969-976.
Wells M, Clougherty R. Use of Wikis in chemistry instruction for problem-based learning assignments: an example in instrumental analysis [J].J Chem Educ. 2008, 85:1446-1448.
刘爱萍,刘娟,苏小杰,等.中医药防治艾滋病(HIV/AIDS)外文研究现状分析[J].中国医药导刊,2017,19(9):874-879.

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