在PBL的困難情境中學生對老師介入的期望

Students' Expectations of the Tutors' Intervention in the Critical Incidents in Problem-Based Learning Tutorial Groups

林朝順(Chaou-Shune Lin) ； 鄒國英(Kuo-Inn Tsou) ； 李錦虹(Gin-Hong Lee) ； 卓淑玲(Shu-Ling Cho)

《輔仁醫學期刊》 11卷3期 (2013/09) Pp. 181-186

摘要

目的：在問題為基礎之學習（Problem-Based Learning；PBL）的課程中，小班導師面對不同困難情境所需要的實際介入內容，在文獻上很少有實證資料。因此，本研究從學生的角度，探討在困難情境下，學生如何期望小班導師介入。方法：在2009年12月，我們以輔仁大學醫學系三年級的學生為研究對象，選出常見且重要的14種困難情境，做為本研究之基礎。另外，我們自行發展「學生期待教師之介入行為量表」來測量學生對老師在介入方式的期待。我們將介入程度分高中低三級，以描述性統計分析學生的觀點。結果：共有32位學生參加，佔該年級學生人數72.7%。整體而言，男性（75%）多於女性，年齡平均21.9±2.4。在14種情境中，當「同學意見彼此不同時」，有43.8%的同學希望老師以低程度介入；而在「訂定學習目標不適當」及「看不懂臨床資料或處置」時，分別有53.1% 及62.5%同學希望老師高程度介入；其他11種情境，大部份學生期待老師以中程度介入處理困難情境。結論：我們發展的「學生期待教師之介入行為量表」，可提供教育者了解自己的學生想法。我們的研究結果可做為訓練師資與訓練學生的架構；也提供PBL小班導師在面對困難情境時，能掌握學生需求而採取適當的介入方式。

關鍵字

困難情境 ； 師資培訓 ； 以問題為基礎之學習 ； 導引技巧

並列摘要

The purpose of the study was to document the students' expectation of tutors' interventions when they encountered critical incidents during PBL tutorials. Third year students from Fu Jen medical schools were invited to take part in this research project in 2009. Based on the 14 difficult situations in tutorials, the authors used a self-exploratory research questionnaire to investigate the students' expectation of tutor intervention. The tutor's interventions were then categorized into high, middle and low level according to the students' response. Descriptive statistics were calculated to examine the demographic data and students' point of view. Total 32 students (72.7%) completed the questionnaires. There were more male (75%) students than female students. Average age of the responders was 21.9±2.4. Of the 14 difficult situations, ”when students were having divergent opinions on the issues”, 43.8% of the students expected low level intervention, however, ”when the learning objectives established by the student were not appropriate” and ”when students did not understand clinical materials or treatment”, 53.1% and 62.5% of the students, respectively, expected high level intervention. In the remaining 11 difficult situations, most of the students expected tutors to intervene using indirect means. The findings had provided valuable information on students' expectation of tutors when they encountered difficulties related to group dynamics in tutorials. Information generated from this study can be used in faculty training, to help tutors to learn how and when to intervene in tutorials.

並列關鍵字

Critical incidents ； Faculty development ； Problem-based learning ； Tutorial skills