Notice of RetractionProblem-Based Learning of Cardiovascular Physiology in Basic Medical Curriculums

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

Problem-based learning (PBL) is a student-centered and self-directed teaching approach. Compared with the traditional teaching approaches, PBL breaks the traditional discipline-based boundaries of basic medical sciences, inspires the stedents´ activity, creativity and trains their comprehensive abilities. Furthermore, PBL helps to improve tutors´ professional competence, too. In this case, the PBL approach is adopted in the basic medical lecture of cardiovascular physiology. The PBL lecture integrated multiple basic medical curriculums, including physiology, pathology, pathophysiology, pharmacology and immunology. All the students were activated by the case of PBL and discussed each questions they found using their given knowledge. The teacher led and regulated the progress of constructive inquiry about the cardiovascular physiology. Students succeeded to sort out physiological, pathophysiological and pharmacological principles from the overload of information, to integrate them into the clinically relevant situations, and to ultimately apply them to the management of patients´ illness. PBL is most effectively achieved in a student-centered environment conducive to life-long learning.