問題導向學習輔以客觀結構式臨床測驗對膳食療養學教學策略之成效探討

The teaching strategic effectiveness of problem-based learning assisted (PBL) with objective structured clinical examination (OSCE) on therapeutic nutrition course

李沛融(Pei-Rong Li) ； 翁瑤棽(Yao-Lin Weng) ； 王尹君(Yin-Jun Wang) ； 陳淑茹(Shu-Ju Chen)

《台灣營養學會雜誌》 46卷1期 (2022/03) Pp. 30-43

https://doi.org/10.6691/NSJ.202203_46(1).0003

摘要

本研究的目標為引導學生從問題導向學習（Problem-based learning, PBL），並透過客觀結構式臨床測驗（Objective structured clinical examination, OSCE）做為模擬臨床情境，評量學生在膳食療養學修習過程中串聯至臨床能力的表現。研究對象為大學食品營養學系營養與保健組的三年級學生65名，以PBL教案包括糖尿病、腎臟疾病、癌症，及心血管疾病四大臨床常見疾病為主，並在課程前後進行前後測小考及課後考試，因疫情影響以線上模擬OSCE，課程結束後進行焦點團體訪談及學習成效問卷，研究為期一年半，持續追蹤至醫院臨床實習，並再次完成學習成效問卷，共有37人。研究結果得知，經PBL教案引導後，各疾病單元後測成績有上升的趨勢，且透過線上OSCE有助於評量自己膳食療養學的學習成效，在區域醫院實習較教學中心更能了解營養師之工作內容，對於未來從事臨床工作具有實用性。綜合上述，PBL輔以OSCE可以有效提升膳食療養學的學習動機及學習成效，且有助於同學應用於臨床醫院實習場域中。

關鍵字

學習成效 ； 教學策略 ； 膳食療養學 ； 問題導向學習 ； 客觀結構式臨床測驗

並列摘要

This purpose of this study is to help students developing problem-solving skills by using Problem-based Learning (PBL) as a teaching model, combining with the Objective Structured Clinical Examination (OSCE) as a training tool to evaluate students' clinical competencies. Sixty-five college junior students from a therapeutic nutrition course were participated. The topics of PBL included diabetes, kidney disease, cancer, and cardiovascular disease. For each disease, pre- and post-test quiz and after class exam were assessed to evaluate the students' learning effectiveness. Due to the impact of the COVID-19 epidemic, OSCE was performed online. The focus group interview and learning effectiveness questionnaire were conducted by the end of this course for all participants. Moreover, 37 students who attended the dietitian internship filled in the learning effectiveness questionnaire again after the internship. The results indicated that after the PBL, the post quiz score for each disease was increased, and through the online OSCE training, students' abilities to master nutrition education and counseling had been upgraded. Students indicated that both PBL and OSCE training could contributed to the learning effectiveness. The better academic performance students were, the more willing they are to work in nutrition-related fields in the future. For those who finished the dietitian internship agreed that they could understand the work content better in general regional and regional hospitals than in teaching ones. In conclusion, PBL teaching model combined with OSCE training could effectively improve students' learning motivation, learning effectiveness and practical application in a therapeutic nutrition course.

並列關鍵字

learning effectiveness ； teaching strategies ； therapeutic nutrition ； problem-based learning ； objective structured clinical examination