Feasibility of problem-based learning in Jiujiang Medical College: why not try it?

Abstract

Against a background of problems in delivering rural health care in the Jiujiang district of China, this paper outlines the development of a relevant 3-year SSO (Strengthening the training of clinical skills, Strengthening preventive medicine education, and Optimizing curricular structure) programme at Jiujiang Medical College (JMC). Some comparisons between JMC and the Southern Illinois University School of Medicine (SIUSM) are made, and the possibility of applying problem-based learning to JMC is discussed.

Problem-Based Learning, Part 1: An Innovation Whose Time Has Come?

“…Andersen (1990, as above), Yang and Zhang (1991) and VanLeit (1995) suggested that clinical reasoning skills were gained through PBL and that through this method of learning the development of these skills was made more explicit to the students. In terms of research, there still appears to be little evidence to demonstrate that this is so.…”

Following the forsaken: A procedural description of a problem‐based learning program in a school of nursing studies

“…There has been a far‐reaching interest in PBL within the health professions and it has become an accredited approach in many medical schools worldwide ( De Volder & De Grave, 1989; Walton & Mathews, 1989; Yang & Zhang, 1991; Des Marchais et al , 1992 ; Hill, 1992; Thomas, 1992; de Boo, 1996). However, nursing schools are also now recognizing the value of having a PBL curriculum; this is illustrated by the increasing numbers adopting the process around the world, particularly in Wales ( Andrews & Jones, 1996; Biley & Smith, 1998a, 1998b; Biley, 1998), Sweden ( Foldevi, 1995), Australia ( Ryan et al , 1992 ; Creedy & Hand, 1994), Canada ( Rideout, 1994), and elsewhere.…”