- 期刊
- OpenAccess
以問題導向學習方式實施病態生理學之教學評估
Evaluation of Effects of Problem-based Learning in the Course of Pathophsiology
摘要
成大醫學院經過兩年半的準備，在公元二零零壹年以病態生理學課程，施行「問題為導向學習」之教學法。推行前後以同學為對象，施行問卷調查，結果顯示改善最多的是出席率，不作報告時聽講之態度，當主席時，能以中立的態度，使每個人皆有發言的機會，以及更能認同把同學相互評估當成考核成績的方式。同學對老師的的準備程度，說明方式、時間掌控、公平考核、和學生互動情形，以及使用之個案對學習之有效幫忙，在期末比期中亦皆認為有進步。開放性問題的部份，修畢課程52位同學中，11位(21%)建議不要再有期未考，而且有21位同學(40%)希望老師在帶領時能夠更主動地增加強評論，有4位同學(8%)指出個案書寫方式應加以改善，這些將在下年度進行改善。
並列摘要
The course of pathophysiology was given through the method of problem-based learning (PBL) at Medical College of National Cheng-Kung University in February, 2001. Series of lectures for the tutors and students about the theory, performance and evaluation of PBL were arranged in the preceding two and a half years. From the questionnaire obtained before and after the course, the students found the major changes after PBL were: attendance rate, the learning attitude during he/she was not giving reports, the ability of equally distribute the chance for other’s talk when he/she was a chairperson, agreement of using the results of evaluation between each others as score of the course. The students were satisfying the improvement at end of course comparing with middle of course as respect to the preparing of materials by teachers, the explanatory methods used by the teachers, the ability of teachers in controlling the time, the interaction between the teachers and the students in guiding obtaining of information, the fairness of evaluation of the students by teachers to the students. The students also satisfied with the cases used in the course. There were twenty-one percent (11/52) students thought that there should not have final examination. Twenty-one students (40%) pointed out that the tutors should more actively participated in giving the comments. There were four students suggested that some modification of the cases used in the course was needed.