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小班教學課程之評估分析

Evaluation of the Courses Using Small-group Tutorial

摘要


互動式小組討論教學是台大醫學院醫學教育改革所強調之教學策略。本研究之目的在於瞭解醫學系學生在參與小班教學課程後,對其内容、討論議題、進行方式及短期教學成效之評估,以便提供課程改進之參考;研究對象為八十四、八十五與八十六學年修習此課程之所有醫學系二、三與四年級學生。研究方法為利用結構式問卷於學期末交由學生填寫,問卷內容包括對小組討論方式之滿意度、認為小組討論之學習效果、參與小組討論之興趣、為小組討論課前準備所費之精力、參考資料獲取之困難度、討論主題之興趣、討論主题之困難度,學習指引中參考資料之滿意度及整體滿意度。共有753位學生完成調查,分析結果發現三個學年度學生均相當滿意小組討論之方式及具高度參與興趣,對學習效果之滿意度與討論主题之興趣之評估居其次。對參考資料之滿意度卻都偏低,唯整體滿意度均高,不滿意者僅佔4.0-1.8%。三學年度之評量比較,各項均無明顯差異。而醫二、醫三、醫四不同年級之學生評量結果,則顯示醫二對小組討論方式、學習效果、參考資料及整體之滿意度比醫三、醫四滿意;在課前準備上,醫二學生較多認為容易,且具統計學上之差異。對參與興趣、對主題之興趣或困難度而言,則無明顯差異。為減少個人之干擾因子影響,以經歷三學年度小組討論之同班學生之評量進行比較,亦發現上述評量變項之相同趨勢。整體看來,醫學生均相當認同此種模式之學習及肯定此種課程。不同年級學生評量之差異結果可能與討論題材之性質及課業負擔有關。本研究提示討論題材之編纂,提供適切之參考資料及加強小組運作技巧是增進小班教學成效之關鍵。

關鍵字

小班教學 課程評量

並列摘要


Interactive small group tutorial is an innovative teaching strategy which is currently being emphasized in medical education reformat the National Taiwan University College of Medicine. This study examined medical students' assessment of the effectiveness of courses taught using the small group tutorial mode in promoting learning. Medical students in the second, third and fourth year of medical school during the 1995 to 1997 academic years were given questionnaires regarding course content, topics discussed, the group discussion process and short-term learning effectiveness. Of the753 students' who completed the questionnaire, most were satisfied with the group discussion process and reported that it encouraged them to actively participate in discussions. These students also expressed satisfaction with learning effectiveness and interest in discussion topics. However, the respondents expressed a low degree of satisfaction with course reference materials. The overall satisfaction level concerning courses taught by interactive small group tutorial was very high, with only 1.8-4.0% students expressing dissatisfaction. There were no significant differences in the satisfaction levels for each of the evaluation items among students indifferent academic years. Comparison of the results among students in the second, third and fourth year of medical school found that second year students were more satisfied than third and fourth year students in the items of group process, learning effectiveness, references and overall assessment. However, these students also devoted less effort to fulfilling tasks before discussion. There were no significant differences regarding interest in class participation, interest in the topics discussed, and the perceived difficulty of the topics among the 3student groups. Similar results were found among students who remained in the same class since the inception of the three-year small group tutorial program in different academic years. The results of the present study show that most students valued the small group tutorial mode. However, the nature of the course content and stresses due to other course work may have affected the appraisal. These findings suggest that adequate promotion of learning effectiveness requires appropriate editing of course content, selection of appropriate references and adequate promotion of group skill sin the class environment.

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