- 期刊
- OpenAccess
藥理學與病理學問題導向學習之成效
The Effect of Problem-based Learning in Pathology and Pharmacology Courses
摘要
The goal of this study is to evaluate the response of medical students and tutors who participated in actual coursework using PBL in order to better understand the power of PBL at National Defense Medical Center. The subjects of this study were 152 medical students and tutors in pathology and pharmacology courses at NDMC. Tutors and medical students were surveyed using a structured questionnaire after the courses concluded, in order to compare levels of satisfaction and effectiveness for PBL with traditional instructional methods. Overall, satisfaction among the participants with PBL courses was over 70%(student: 70%;tutors: 88%). Satisfaction with student-tutor interaction in class was 86% or higher. The majority of students felt that PBL was of assistance in training critical thinking with pathology 77.2% and with pharmacology 79.2%. Results given in below parentheses henceforth refer to pathology-course results. However, in self-assessed satisfaction with pre-class preparation, (37.8%) and [50.4%], and magnitude of pressure due to class work,(65.4%) and [44.0%], dissatisfaction and pressure were high. Students also felt that the pathology course was more of a burden than the pharmacology course. This difference was statistically significant. For tutors, satisfaction with the length of course, the division of students into groups, self-assessment and locations was all over 60%. Only in the content burden, tutors felt that pathology (27.3%, an average of 3.0) was less than pharmacology[63.6%, an average 3.6]. This difference between both was statistically significant. Insummary, Students generally accepted PBL instruction, and felt that it improved their logical reasoning and independent problem-solving abilities. In addition, students strongly felt that PBL could improve student-tutor interaction. We suggest that in the future PBL should be evaluated for its effect on students' problem-solving abilities and active studying habits, in order to better understand PBL's effectiveness in these areas.
並列摘要
The goal of this study is to evaluate the response of medical students and tutors who participated in actual coursework using PBL in order to better understand the power of PBL at National Defense Medical Center. The subjects of this study were 152 medical students and tutors in pathology and pharmacology courses at NDMC. Tutors and medical students were surveyed using a structured questionnaire after the courses concluded, in order to compare levels of satisfaction and effectiveness for PBL with traditional instructional methods. Overall, satisfaction among the participants with PBL courses was over 70%(student: 70%;tutors: 88%). Satisfaction with student-tutor interaction in class was 86% or higher. The majority of students felt that PBL was of assistance in training critical thinking with pathology 77.2% and with pharmacology 79.2%. Results given in below parentheses henceforth refer to pathology-course results. However, in self-assessed satisfaction with pre-class preparation, (37.8%) and [50.4%], and magnitude of pressure due to class work,(65.4%) and [44.0%], dissatisfaction and pressure were high. Students also felt that the pathology course was more of a burden than the pharmacology course. This difference was statistically significant. For tutors, satisfaction with the length of course, the division of students into groups, self-assessment and locations was all over 60%. Only in the content burden, tutors felt that pathology (27.3%, an average of 3.0) was less than pharmacology[63.6%, an average 3.6]. This difference between both was statistically significant. Insummary, Students generally accepted PBL instruction, and felt that it improved their logical reasoning and independent problem-solving abilities. In addition, students strongly felt that PBL could improve student-tutor interaction. We suggest that in the future PBL should be evaluated for its effect on students' problem-solving abilities and active studying habits, in order to better understand PBL's effectiveness in these areas.