PBL 教学浊与CBL教学法的比较 ─ 基于两种教学法的转换在临床课程学习上的效果分析

Comparing Problem─Based Learning with Case─Based Learning：Effects of a Major Curricular Shift at Two Institutions

本文通过调查加州大学洛杉矶分析（UCLA）和加州大学戴维斯分析（UCD）学生和教师对以问题为基础的学习（PBL）和以案例为基础的学习（CBL）的认知和感受，结果发现，89%的学生和84%的教师更倾向于CBL教学法，两校教师和学生都认为CBL的引导式探究优于PBL的开放式探究。

By comparing Problem─Based Learning（PBL）with Case─Based Learning（CBL）between University of California at Los Angeles（UCLA）and the University of California at Davis（UCD）， the writers find that CBL was preferred by students（89%）and faculty（84%） across schools and learner levels. The conclusion is that learners and faculty at two major academic medical centers overwhelmingly prefer CBL（guided inquiry） to PBL（open inquiry）.