Problem-based Learning in Multiperofessional Undergraduate Teaching

跨專業領域大學部教學之「問題導向學習」

Noorilza Mastura Ismail ； Abdul Rashid Ismail ； Rogayah Jaafar ； Ab Rani Samsudin ； Lin Naing

《Journal of Medical Education》 6卷2期 (2002/06) Pp. 198-202

https://doi.org/10.6145/jme.200206_6(2).0010

並列摘要

The objective of this study is to assess the effectiveness of multi-professional versus uniprofessional teaching-learning approach utilizing problem-based learning (PBL) in two groups of undergraduate dental students. Two cohorts of 2nd year dental students were divided into two groups. Group A (multi-professional) undertook PBL sessions together with medical students whereas Group B (uniprofessional) undertook PBL sessions in isolated dental groups. Both groups were subjected to the same amount of lectures and PBL modules in addition to dental subjects that they have to follow over the period of one term. The effectiveness of these teaching-learning approaches was evaluated using their performance grades in PBL sessions, term 1 examination scores and self-completed questionnaires. PBL grades and Term 1 examination scores of the uniprofessional group seems to be better than the multi-professional group (p＜0.001) but a majority of students from both groups (A=87.5% and B=61.3%) felt that multi-professional PBL approach is effective. The result of the above evaluation has highlighted a rather mixed view of the effectiveness of this teaching-learning methodology. While the students’ performance showed that the uniprofessional group is doing better, students’ responses from self-completed questionnaires support the multi-professional approach. This reflected the perceived need or preference of students and will be given due consideration in future planning of PBL sessions.

並列關鍵字

uniprofessional ； mult-iprofessional ； PBL ； effectivenese

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