Implementation of Explicit Scaffolding with Key Features of Critical Thinking Changes Medical Students' Perceptions of PBL in a Hybrid Curriculum

Background: Coexistence of both lecture- and problem- based learning (PBL) in a hybrid curriculum can create confusion in learners' minds and lower learning effectiveness. Objective: To gauge whether or not implementing explicit scaffolding with critical thinking skills into a PBL course was an effective approach for better learning in the hybrid curriculum, we evaluated student perceptions of PBL in the hybrid curriculum and critical thinking skills in the PBL process after implementation. Methods: Fourth-year medical students taking Pathophysiology in 2009-2012 at National Cheng Kung University were included in this study. Critical thinking skills were embedded in the 6-step PBL discussion process. Additional explanation of explicit scaffolding with critical thinking skills was given in course orientation and wrap-up sections only in 2012. Both end-of-semester surveys and class questionnaires were collected at the end of the term. Results: A larger percentage of the 2012 students who had experienced explicit scaffolding, agreed or strongly agreed on the improvement of their ability to participate in discussions and seek for answers than those the students in 2009-2011 who had no the experience. Fewer students in 2012 expressed a negative impression of PBL than those in 2009-2011 did. Conclusions: This study shows a better connection between two pedagogies with the implementation of the explicit scaffolding technique. The technique changes the negative impression of students in regards to PBL.

並列關鍵字

problem-based learning ； explicit scaffolding ； learning effectiveness ； critical thinking ； student perception ； hybrid PBL curriculum

參考文獻

Longworth N: Lifelong Learning in Action: Transforming Education in the 21st Century. London: Kogan Page, 2003.

Knowles MS: Learning to Learn across the Life Span. San Francisco: Jossey-Bass, 1990.

Zimmerman BJ: A social cognitive view of selfregulated academic learning. J Educ Psychol 1989; 81: 329-39. DOI: 10.1037/0022-0663.81.3.329

Bolhuis S: Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learn Instruct 2003; 13: 327-47. DOI: 10.1016/S0959-4752(02)00008-7

Norman GR, Schmidt HG: The psychological basis of problem-based learning: a review of the evidence. Acad Med 1992; 67: 557-65. DOI: 10.1097/00001888-199209000-00002.

延伸閱讀

Qin, L. (2023). Exploring Strategies in Scaffolding Instruction in Senior High School English Reading Teaching: From Constructivism Perspective. International Journal of Social Science and Education Research, 6(1), 259-267. https://doi.org/10.6918/IJOSSER.202301_6(1).0035
陳明國（2018）。College Students' Co-Curricular Learning Outcomes and Influencing Factors Research - From the Strategic Perspective of Institutional Research〔博士論文，國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/DIS.NTNU.DCEL.005.2018.F02
吳祖賢、黃武元、陳正一、簡靜玲、黃德祐（2018）。Investigation of Reciprocal Teaching and Flipped Classroom of PBL and their Influences on Cognitive Level, Creativity and Learning Achievements。載於社團法人台灣工程教育與管理學會（主編），工程、技術與科技教育學術研討會（頁232-257）。社團法人台灣工程教育與管理學會。https://doi.org/10.6571/SCETE.201805.0020
黃泰傑、朱蓉倩、吳玉茹、蘇怡如、顏偵雯、黃孟娟（2022）。Effects and Satisfaction Changes of Introducing Problem-Based Learning (PBL) into Outpatient Consultation Training of Nutritional Intern Students。臺灣膳食營養學雜誌，14(2)，39-49。https://doi.org/10.6709/TJD.202212_14(2).0004
Wang, S. Y., Kuo, H. C., Ko, H. K., Lin, Y. C., Chin, C. C., & Lin, H. J. (2017). Improving Ethical Reasoning Capability by Interprofessional Collaboration of Medical and Nursing Students in Problem-Based Learning Curriculum. Journal of Medical Education, 21(1), 32-42. https://doi.org/10.6145/jme201704

國際替代計量

Implementation of Explicit Scaffolding with Key Features of Critical Thinking Changes Medical Students' Perceptions of PBL in a Hybrid Curriculum

全文下載

主題瀏覽