The implementation of problem-based learning in medical education : the construction of medical profession

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  • 医学教育におけるproblem-based learning(問題中心型学習)の導入 : 医師の「専門性」構築プロセスについての考察
  • イガク キョウイク ニ オケル problem based learning モンダイ チュウシンガタ ガクシュウ ノ ドウニュウ イシ ノ センモンセイ コウチク プロセス ニ ツイテ ノ コウサツ

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Today you can see a worldwide trend in medical education reforms, that is, the implementation of Problem-based learning (PBL). In PBL, the concept of 'subject' (e.g. physiology, anatomy) has been removed; instead, students are given the opportunity to learn problem-solving skills through examining a clinical scenario. Of importance here is that this trend has changed the nature of medical profession. The question 'What brings about the division between experts and lay people?' has been increasingly worked on by social scientists. To what extent is the simplistic view that highly systematized knowledge and the licensing system comprise the medical profession relevant to today's situation about health and illness? By examining the worldwide rise of PBL, the development of academic arguments about medical profession, and state interventions in medical education, it is argued in this paper that the medical profession is not only comprised by biomedical expertise but also socially constructed so as to protect its autonomy and advantage.

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