Mastering Problem-Based Learning in Health Profession Programs: Principles, Procedures, and Best Practices
暫譯: 掌握健康專業課程中的問題導向學習：原則、程序與最佳實踐

Lorenzo, Santiago, Zhang, Bei

Mastering Problem-Based Learning in Health Profession Programs: Principles, Procedures, and Best Practices
  • 出版商: Springer
  • 出版日期: 2025-11-23
  • 售價: $6,580
  • 貴賓價: 9.5 折 $6,251
  • 語言: 英文
  • 頁數: 277
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 3032054044
  • ISBN-13: 9783032054043

    • 海外代購書籍(需單獨結帳)

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商品描述

The book "Mastering Problem-Based Learning: Principles, Procedures, and Best Practices" is a collective and collaborative work by ten PBL experts who possess an insightful understanding of PBL, extensive experience, and a successful track record, particularly in medical and health education. This book provides practical wisdom and helpful tips, aimed at guiding educators and administrators in medical, dental, pharmacy, nursing schools, or allied health institutions to:

1.Design and implement a PBL curriculum with vision, strategy, and appropriate use of resources.

2.Construct PBL cases and facilitator guides aligned with educational goals and learning outcomes.

3.Transform and develop teachers from being instructors to becoming facilitators.

4.Advise students through PBL to overcome challenges and avoid pitfalls.

5.Facilitate a PBL session to promote active learning.

6.Create and manage PBL examinations.

7.Generate meaningful feedback for both PBL facilitators and learners for continuous improvement.

8.Migrate PBL from traditional physical classrooms to online environments.

9.Adopt AI in the practice of PBL.

10.Overcome challenges and avoid pitfalls in PBL implementation.

商品描述(中文翻譯)

書籍《掌握問題導向學習：原則、程序與最佳實踐》是十位問題導向學習（PBL）專家的集體與合作成果，他們對PBL擁有深刻的理解、豐富的經驗以及成功的紀錄，特別是在醫療與健康教育領域。本書提供實用的智慧與有用的建議，旨在指導醫學、牙科、藥學、護理學校或相關健康機構的教育工作者與管理者：

1. 設計並實施具有願景、策略及適當資源運用的PBL課程。
2. 構建與教育目標及學習成果相符的PBL案例和引導者指南。
3. 轉變並發展教師角色，從講師轉變為引導者。
4. 通過PBL指導學生克服挑戰並避免陷阱。
5. 促進PBL會議以促進主動學習。
6. 創建和管理PBL考試。
7. 為PBL引導者和學習者生成有意義的反饋，以持續改進。
8. 將PBL從傳統的實體教室遷移到線上環境。
9. 在PBL實踐中採用人工智慧（AI）。
10. 克服挑戰並避免PBL實施中的陷阱。

作者簡介

Santiago Lorenzo, PhD is an Assistant Dean of Preclinical Education and Associate Professor of Physiology at Lake Erie College of Osteopathic Medicine (LECOM) in Bradenton (FL). He has served as Director of Problem-Based Learning (PBL) and Director of Student Assessment and Test Management at LECOM for over a decade. His extensive experience in these roles, along with his work as a PBL facilitator since 2012, has given him deep insight into the structure, challenges, and proven effectiveness of PBL in preparing preclinical students for board examinations and clinical training. As Assistant Dean, Dr. Lorenzo is responsible for overseeing and advancing the core educational strategies of the preclinical curriculum. In his continued leadership of the PBL program, his duties include facilitator training, session scheduling, exam design, and ongoing program assessment. He regularly reviews and implements curriculum improvements to ensure the consistent quality and effectiveness of the PBL experience for first- and second-year medical students.

Bei Zhang MD, PhD, MLS (ASCP)CM has extensive experience in higher education at both undergraduate and graduate levels. She has taught Problem-Based Learning (PBL) in diverse settings, from liberal arts and allied health programs to medical schools, across traditional and online classrooms. As the Director of Innovative Curriculum Design and Instruction and the Director of Master's Degree in Pathology at the Department of Pathology and Laboratory Medicine, Larner College of Medicine at the University of Vermont, Dr. Zhang teaches both medical and graduate students and is actively involved in the course and curriculum designs. She is a dedicated education scholar, regularly publishing and presenting at national/international conferences. Her publications have covered a variety of teaching practices. In 2018, she was selected as a Distinguished Author by the American Society of Clinical Laboratory Science.

作者簡介(中文翻譯)

聖地牙哥·洛倫佐（Santiago Lorenzo），博士，是佛羅里達州布雷登頓的湖伊利骨科醫學院（Lake Erie College of Osteopathic Medicine, LECOM）預科教育助理院長及生理學副教授。他在LECOM擔任問題導向學習（Problem-Based Learning, PBL）主任及學生評估與考試管理主任超過十年。由於在這些角色中的豐富經驗，以及自2012年以來擔任PBL促進者的工作，使他對PBL的結構、挑戰及其在準備預科學生參加考試和臨床訓練中的有效性有了深刻的見解。作為助理院長，洛倫佐博士負責監督和推進預科課程的核心教育策略。在他持續領導PBL計劃的過程中，他的職責包括促進者培訓、課程安排、考試設計及持續的計劃評估。他定期審查並實施課程改進，以確保第一年和第二年醫學生的PBL體驗的一致質量和有效性。

張貝（Bei Zhang）醫學博士、哲學博士、MLS（ASCP）CM在本科及研究生層級的高等教育方面擁有豐富的經驗。她在多樣的環境中教授問題導向學習（PBL），從文科及相關健康計劃到醫學院，涵蓋傳統及線上課堂。作為佛蒙特大學拉納醫學院（Larner College of Medicine）病理學及實驗醫學系的創新課程設計與教學主任及病理學碩士學位主任，張博士教授醫學生及研究生，並積極參與課程及課程設計。她是一位專注的教育學者，定期在國內外會議上發表和出版研究。她的出版物涵蓋了各種教學實踐。2018年，她被美國臨床實驗室科學學會選為傑出作者。

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