The Use of PBL in a General Education Course Dealing with Life and Ethics: Students' Learning Perspectives

運用PBL於通識「生命與倫理」課程：來自學生之學習觀點

辛幸珍(Hsin-Chen Hsin) ； 關超然(Chiu-Yin Kwan)

《Journal of Medical Education》 15卷2期 (2011/06) Pp. 84-95

https://doi.org/10.6145/jme.201106_15(2).0003

摘要

本研究目的在探討醫學大學的學生應用問題導向式學習(PBL)於生命與倫理學習後之看法。以“生命與倫理”為課程名稱，結合生命科學與人類價值兩方面之學習，設計出一個屬於通識選修的倫理先修課程。於大學教育之早期階段提供經由PBL的倫理學習，其目的不只是要達到通識教育中知識、技能與態度平衡的學習，同時也希望能發展出自主與終身學習倫理的能力，而這正是當前大家對健康專業者的期待。經過一系列的準備、試行後正式實施課程。以2007、2008年選修此課程的學生為對象，在課程前後予以問卷調查，收集其學習滿意度、學習經驗與學習態度等三方面資料。整體上，學生皆表達了對學習的滿意，而前後兩年滿意度也略有提昇。學生學習經驗中感受最深的是與教師間之互動、以及提出與表達看法時所受到之尊重。除此之外，課程完成後學生在學習態度的諸多項目上也有許多正向之改變。課後自評與同組互評中顯現學生對於小組學習中傾聽與接受多元意見之表現較有自信，然而對於思維表達與溝通想法之能力仍自覺不足，此正反映出東方學生傳統學習上之特質與缺陷。種種資料讓我們確定，在醫學大學的學生早期通識之學習中，應增加PBL課程以幫助學生建構他們將來進入專業職場必備的能力。

關鍵字

問題導向式學習 ； 通識教育 ； 生命與倫理 ； 學生學習觀點

並列摘要

The purpose of this article is to report the student's viewpoints on learning issues on life values and ethical considerations in a problem-based learning (PBL) environment via an elective course of general education (GE) at China Medical University, Taichung, Taiwan This ”Life and ethics” course integrated the learning of life and biomedical sciences with the appreciation of humanity and humility towards our living world. To apply ethics through PBL in early stage of university learning is not only to achieve the goals of general education in achieving the balance and multiplicity of professional knowledge, skill and attitude, but also to enable students to develop self-directed and life-long learning skills in bioethical issues which are expected of all health science professionals, not confined to medicine. A test-run of the course was performed before its offìcial offering. Students who took the course in 2009 and 2008 were given questionnaires for evaluation before and after the course. Information covering three domains were gathered. They include satisfaction over the course, learning experience and learning attitude. Majority of students expressed overwhelmingly positive satisfaction over this course. An elevation of satisfaction between two years was also noted Students appreciated the experience of interaction with teachers and being respected in rising and expressing their own ideas. Besides, there were a number of positive changes of attitude toward learning amongst students after they have completed the course. However, both self-evaluation and peer evaluation showed the students were more confident in listening and accepting diverse voices, but still lack the ability to express and communicate their ideas. This may reflect Asian students', traditionally typical learning style. All of the above observations reinforce the suggestion that PBL is more conducive to effective learning and should be applied to the earlier learning stage in medical university.

並列關鍵字

PBL ； general education ； life and ethics ； students' learning perspectives

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