ABSTRACT
This chapter sets out a different journey: how can coaching psychology be combined with problem-based learning in medical education? What are the impacts of coaching psychology for medical students and teachers? How does coaching psychology contribute to this particular kind of learning? How do medical teachers and students experience this type of medical education? What are their perspectives? It focuses on an empirical study in Mainland China, which would hopefully inspire readers to investigate cross-cultural and cross-domain features of coaching psychology and learning. The chapter explores problem-based learning in the context of medical education. Problem-based learning (PBL) is essentially a strategic learning system that represents a major shift in the educational paradigm from teacher-centred to student-centred learning. It aims to enhance collaborative, contextual, integrated, self-directed and reflective learning. The non-directive facilitative approach in PBL is particularly related to the perspective of coaching psychology.
