文章基本信息

标题：Problem-Based Learning at the Faculty of Medicine of the Université de Montréal: A Situated Cognition Perspective
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作者：Marie-Pierrette Ntyonga-Pono
期刊名称：Medical Education Online
电子版ISSN：1087-2981
出版年度：2006
卷号：11
期号：1
页码：4597-4610
DOI：10.3402/meo.v11i.4597
摘要：This study describes the typical case of problem-based learning (PBL) application at the Faculty of Medicine of the Université de Montréal and its analysis from the perspective of situated cognition. I used a typical case study to determine the general model of PBL application and performed my analysis by a global processing of information, against to the conceptual model of situated cognition. A typical PBL tutorial case consists of a meeting of a group of about 8 students with a tutor to discuss a medical problem. Learning objectives are predetermined by faculty and recorded in the tutor's handbook. Broadly speaking, the analysis revealed a certain kind of scaffolding within a "zone of proximal development" (ZPD). The adaptation of PBL at the Faculty of Medicine of the University of Montreal is hybrid, original, and can be related to the model of cognitive apprenticeship, but the tutor's role, however, does not fit the model of cognitive apprenticeship completely.
关键词：Problem-based learning;medicine;scaffolding;situated learning;zone of proximal development.