Engaging students as active learners appears to be
somewhat weak in China. Approaches to teaching and
learning centered mostly on teachers. The more innovative
methods of learning, such as problem-based learning,
reflective learning, and experiential learning, were seldom
addressed. Perhaps the gap between conceptual and concrete
learning can be bridged by case-method simulations of clinical
management and computer-assisted instruction (Joel, 1988).
The focus of contemporary learning is the process of problem
solving, instead of the didactic provision of a huge amount
of material to the students by the teachers (Wong et al., 1997).