出版社：Association for Medical Education in Europe (AMEE)
摘要：Introduction: We became aware of inconsistencies, within our institution, between the problems used in the Problem Based Learning (PBL) method, the participants’ competencies and the tutors’ approach to the curricular component of basic sciences in the first and second semesters of the medicine course. This led to a need to remodel the component; to clarify the educational objectives; to reduce student workload and to improve links between problems, lectures, practical activities and assessments. Methodology: We used a problem tree to identify not only the problems but also their causes and consequences, during 06 workshops over a two-year period. This approach involved action-reflection-action, in a collective knowledge construct, with the identification of three levels of problems. Results and Conclusions: We employed a reflective Community of Practice (CoP) to involve teachers in the whole process, the most innovative part of which was the creation of a blueprint reference to create and evaluate the problems. At the end of the semester, teachers had understood the methodology, solved the problems together and aligned the assessment process.
关键词：Problem based learning; faculty development; curriculum
