由PBL顧問對PBL小組討論進行方法與流程的觀察了解PBL的真諦

筆者在PBL的發源地McMaster大學任職了30年，並在過去20年春秋中，將PBL引入華人學術界。在此文中，將以PBL教育培訓者及顧問的角度，在某一華人醫學院觀察實際PBL小組討論的情況與讀者分享，包括對PBL理念的了解、實務的操作，以及與PBL的教育建構原則的契合度。其中，PBL小組的規模、組員的成分和座位的安排，都會對PBL團隊的動力管控產生影響。從觀察PBL學習的流程中，我們可以認識tutor的角色、動力流程評估及回饋，以及具體的建議。要注意的是，PBL教育必須遵從5-S原則，包括以學生本體為中心（student-centered approach）、以自主性身體力行（self-directedmanagement）、小組討論（small–group discussion）、以情境案例式為平台（scenariocontext）、教師協導（supportive facilitation），而不主導教學（didactic teaching）。然而，經過兩、三手轉授的PBL-clones演變到hybrid-PBL，在急功近利的心態下，反而造成學生學習心態的扭曲（失去後三項的幾個S），在有經驗的PBL顧問的評鑑視野裡，一定會行跡畢露、無所遁藏的。

The author of this communication has worked for 3 decades at McMaster University, where PBL first emerged in 1969, and has also introduced PBL to the Chinese academic world for the past 20 years. Here, the author shares his experiences and viewpoints observed as a PBL consultant in a medical school where the traditional medical curriculum has been going through a conversion to PBL style. Many factors, from as trivial as the number, size and composition of PBL group and seating of the group members to the roles of tutors in the management of group dynamics and assessment/feedback mechanisms, can variably contribute to the effectiveness of students’ learning. It is pivotal that an effective implementation of PBL follows the 5-S principle: Student-centeredness, Self-directedness, Small-group, Scenario-context, and Supportive facilitation. Many clone variants of PBL developed into hybrid-PBL variants, which miss or ignore some of the 5-S principles will not escape the keen eyes of the experienced PBL consultants in the accreditation process.