Microsoft Word - 三重大学版PBLマニュアル.doc

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1 Problem-based Learning

2 PBL

4 * 1 * 2 * 1 Problem-based Learning Project-based Learning * 2 1

5 15 2

6 reflection self-directed learning (PBL-tutorial) (Task-based Learning, Project-based Learning) 11 3

7 4 (Theoretical learning) (Problem-orientated learning) (Problem-assisted learning) (Problem-solving learning) (Problem-focused learning) (Problem-initiated

8 learning) (Problem-centred learning) (problem-based learning) (-tutorial) (Task-based learning, Project-based learning) Harden and Davis [6] 5

9 * * 3 6

10 7

11 8

12 Guiding Question 9

13 TA Guiding Question Guiding Question 10

14 Guiding Question 11

15 [8] 12

16 Topic:... Learning Objectives : Resources : () (35 ) HIV HIV HIV... HIV HIV Key Words HIV()HIV HIV HIV HIV HIV HIV 13

17 1 () HIV Guiding Question 1. 2.HIV 2 38 HIV HIV (26 ) HIV 1 HIV Guiding Question 1.HIV HIV (... ) 14

18 3 32 ()3 () Guiding Question 1. HIV ()35 32 () 3 ( ) HIV HIV

19 HIV 1 HIV HAART() 2 (26 ) HIV HIV HIV HIV HIV 1... HIV HIV HAART

20 17

23 [email protected] 20

24 Rubin and Farber, Pathology, 3, Lippincott-Raven, 1999 Nussbaum, McInnes, Willard, Genetics in Medicine, 6, Saunders, Rubin and Farber, Essential Pathology, 3, Lippincott-Raven, 2000 Damjanov and Rubin, Review of Pathology, Lippincott-Raven, 2000 Damjanov, Histopathology, A Color Atlas and Textbook, Williams and Wilkins,1996 Cotran, Kumar and Robbins, Pathologic Basis of Disease,, W.B. Saunders, 1999 Kumar, Cotran, Robbins, Basic Pathology,, W.B. Saunders, A. B. C. 2. 5,000 10,000 Rubin and Farber, Pathology,, Rubin, Essential Pathology Robbins Basic Pathology 21

25 3. The Merck Manual Harrison s Internal Medicine The Merck Manual Harrison s Internal Medicine 4. (General Pathology) (Systemic Pathology) 10 Problem-Based Learning Program self-directed learning: SDL 22

26 (bio-psycho-social approach) 5 Moodle Moodle Moodle A L 851 M Z

27 (Pathology Honor Society) (Association of Pathology Chairmen) S.Y EMQextended matching questions

28 25

29 26

30 N 27

31 * 4 *

32 1 1 29

33 30

34 [9] A3 Moodle 31

35 Ideas Facts Learning Issues Action Plan 32

36 33

38 Westberg and Jason [7] 35

39 36

40 37

41 Westberg and Jason [7] 4,5,6,7 38

42 Barrows [1] T S T T S T T S T S T 39

43 T S T S T T S T S T S T S T S T 40

44 T S T S T S T T S T S T S T T S T S T S T S 41

45 T T S T S T S T S T S T S T S T S T S T Barrows [1] 42

46 *5 5 43

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50 Challis [2] 47

51 TA TA TA TA 48

52 Challis [2] 49

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54 [1] Barrows, H. (1988) The Tutorial Process, Revised Edition, Southern Illinois University School of Medicine. [2] Challis, M. (1999) Portfolio-based Learning and Assessment in Medical Education, Medical Teacher, vol.21, no.4, pp [3] David, F., Davis, M., Harden, R., Howie, P., Ker, J. and Pippard, M. (2001) AMEE Medical Education Guide no.24: Portfolios as a Method of Student Assessment, Medical Teacher, vol.23, no.6, pp [4] Davis, M., David, F. Harden, R., Howie, J., Ker, J., Mcghee, C., Pippard, M. and Snadden, D. (2001) Portfolio Assessment in Medical Students Final Examinations, Medical Teacher, vol.23, no.4, pp [5] Dent, J. and Harden, R. (2005) A Practical Guide for Medical Teachers, Elsevier. [6] Harden, R. and Davis, M. (1998) The continuum of problem-based learning, Medical Teacher, vol.20, no.4, pp [7] Westberg, J. and Jason, H. (1996) Fostering Learning in Small Groups, Springer Publishing. [8] 2006Problem-based Learning [9] [10] [11] [12] [13] [14] 51

55 Problem-based Learning

201/扉

201/扉 Mohammad Reza SARKAR ARANI Associate Professor, Allameh Tabatabai University Visiting Research Scholar, International Research Center for Japanese Studies 200718 Mohammad Reza SARKAR ARANI Visiting Research