問題導向團隊式牙科放射線學教學之三年評估

本研究探討過去三年以問題導向團隊式進行牙科放射線學教學時，學生的學業成績、團體學習因素評量、與課程滿意度三者之間的關係，以作爲課程改進之參考。研究對象爲86、87、88三學年度修習牙科放射綫學之四年級牙醫系學生。學業成績之評分包括討論表現、實習，及期末考三部分，課程滿意度以九項自填式問卷施測，團體學習因素評量則以五類共二十題自填式量表問卷施測。結果顯示，各學年度學期成績受團體學習因素評量項目影響之變項為：仿同互動學習（87年度，負向影響），自我表露（86年度，正向影響），參與度（86年度，負向影響），各學年度學期成績受滿意度評量項目影響之變項為：團隊討論學習滿意度（86年度，正向影響），準備困難度（86、87年度，負向影響），對討論主題之興趣（88年度，正向影響）。以團體學習因素評量為主作分析，整體而言，87學年度較86學年度為佳。以滿意度為主作分析，88學年度較87學年度與86學年度爲滿意，整體滿意度與團體學習因素評量成正相關，且與自我表露及參與度最爲相關。鼓勵傾向依靠同儕解决問題同學主動學習，培養表達能力，對不滿意討論課準備困難度之同學加以輔導，以及設計引起學生興趣之學習主題爲有效提高學習效果之方法。小組導師應特別注意團隊成員之自我表露能力及參與度。整體牙醫學課程如擬以問題導向方式進行，必需有完整妥善之規劃，本研究成果可提供作爲整體課程改革規劃之參考。

關鍵字

牙科放射線學；問題導向學習；滿意度；團體學習因素評量

並列摘要

This three-year evaluation of problem-based learning (PBL) in oral radiology team teaching was based on students' academic scores, a group learning factor score, and students' satisfaction. Fourth-year dental students were evaluated from the 1997through the 1999 academic years. Academic scores used to evaluate the students consisted of performance in team PBL sessions, laboratory work, and a final PBL-based written exam. A group learning factor score and degree of satisfaction were surveyed with questionnaires. Results show that academic scores were negatively affected by engagement(1997), positively affected by self-presentation (1997), and negatively affected by learning from teammates (1998). Academic scores were positively affected by satisfaction with team discussion (1997), negatively affected by difficulty in preparation for team discussion (1997, 1998), and positively affected by interest toward the discussion topic (1999). Students in the 1998 class reported a better group learning factor score than did students of 1997. Students in 1999 were the most satisfied with the course. Overall satisfaction was positively related to the group learning factor score. The followings are found effective in promoting learning: encourage active learning of the students who tend to learn from teammates, promote self-presentation, facilitate those who have more difficulties in preparation for the team discussion, and design problems that are more interesting. Tutors should emphasize on a good engagement among teammates and stimulate self-presentation. This study should provide useful information in implementing a full scale PBL in dental curriculum which needs detailed planning.

並列關鍵字

oral radiology ； problem-based learning ； satisfaction ； group learning factor

被引用紀錄

馬柏梅（2011）。以合作探究探討國小科學教師問題本位教學設計之專業成長歷程〔碩士論文，中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu201101083

徐崇城（2005）。「問題本位學習」教學模式對國二學生問題解決能力與合作學習之影響〔碩士論文，中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu200500108

陳銘偉（2004）。「問題本位學習」教學模式對高職學生之合作學習與批判思考歷程與成效的影響〔碩士論文，中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu200400406

國際替代計量

問題導向團隊式牙科放射線學教學之三年評估

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