應用問題導向教學模式於職能治療課程之效果

The Application of Problem-based Learning Methodology to Occupational Therapy Curriculum

潘璦琬(Ay-Woan Pan) ； 陳詞章(Tsyr-Jang Chen) ； 曾美惠(Mei-Hui Tseng) ； 鐘麗英(Ly-Inn Chung) ； 陳美津(Mei-Jin Chen Shih) ； 江愛華(Ai-Hua Chiang)

《Journal of Medical Education》 4卷3期 (2000/09) Pp. 329-339

https://doi.org/10.6145/jme.200009_4(3).0007

摘要

爲因應醫療走向高度科技化，以及講求實證的證據之趨勢，職能治療教育界也需要加强培養學生解决問題、臨床推理與合作學習之能力。根據文獻回顧指出，問題導向教學模式較傳統講授式的教學方式，能够讓學生學習的效率提高。本篇文章旨在介紹台灣大學職能治療學系，應用問題導向教學模式，所進行的課程設計以及學生對此教學模式之回應。本研究共31位職能治療系同學參與。以八十八年度職能治療學系上、下學期各一堂課中之部分時間，施行PBL教學模式，幷探討其反應。課程設計中，同學或小組需輪流預備課堂報告，並以小組討論方式來進行。本研究結果顯示，問題導向教學模式對增進學生學習的主動性，及合作學習等態度具正面效果。但同學在小組討論參與度，及引導小組討論的能力上，均較不足。同學也反應，問題導向教學模式，較傳統的教學方式，需要投入較多的時間與精神來預備。針對學生的反應，未來在課程設計上，以及培養學生帶領討論的能力，均可繼續加强，以獲取最大學習效果。應用問題導向教學模式，不僅有助於學生學習，對增進學生團體治療的經驗與技巧，有相當大的助益，值得職能治療教育界參考。

關鍵字

專業教育 ； 教學法 ； 課程設計

並列摘要

In order to cope with current health care trends, which emphasize the rapid advancement of medical technology and evidence-based medicine, the acquisition of problem-solving, clinical-reasoning and cooperative-learning capabilities of the students are imperative to occupational therapy education. Compared to traditional lecture-based teaching method, problem-based learning (PBL) method has been recognized as one of the more innovative ways to effectively enhance students' learning capabilities. The purpose of this study is to introduce the application of problem-based learning method to occupational therapy and to appraise the feedback from students participating in the study.
This study included 31 students, each of whom (or each group of students) selected a course-related topic from a list and verbally presented the details in the class, during which time, students learned through peer' presentation, interaction and classroom discussion. Subsequent to each class, the students filled out specific evaluation forms for the analyses conducted as part of this study.
The results of the study revealed that students experienced positive feelings and reactions toward overall classroom discussion. They recognized that through PBL method, it helped them to learn. The results also support the strengths of the PBL process to enhance the students' autonomy in learning and, in particular, cooperative learning. Students did express a diminished satisfaction toward their degree of participation in the classroom discussion, however. The students also indicated that they felt that problem-based learning method requires more time and energy compared to traditional teaching alternatives. Since occupational therapists often utilize group techniques in their clinical intervention, the application of problem-based learning method to preliminary training would appear to constitute a great asset for such students in terms of their learning and clinical skills.

並列關鍵字

education ； teaching method ； curriculum design