Problem-based Learning: Monitoring and Searching for an Appropriate Tune

問題導向學習：成效監測與尋求合適點

N.M.A. Azila ； C.P.L. Tan ； S.M. Sim ； N.H. Tan ； A.S. Atiya ； S. Junedah ； J. George ； M.K. Thong

《Journal of Medical Education》 6卷2期 (2002/06) Pp. 224-229

https://doi.org/10.6145/jme.200206_6(2).0015

並列摘要

In this paper we report on data gathered during the gradual infusion of PBL approaches into the New Integrated Curriculum, an integrated conventional MBBS programme. In general, most members of staff involved with facilitating the PBL tutorials acknowledged the positive effects of PBL on students’ attitude and learning A 5-point scale rating was provided for the various statements, regarding outcomes achieved by the students. In general the Phase II (Year 2) and IIIA (Year3-4) teachers gave a higher rating (~4.5) than the Phase I (Year 1) teachers (~3.5) with respect to the outcomes achieved by the students. Phase I teachers also felt that their students were not learning enough basic science. The response to some outcomes, such as whether the students were exhibiting critical reasoning skills and giving appropriate feedback, were generally rated much lower (2.45 to 3.8). Interestingly, on the whole, the teachers rated the students’ performance better than the students did on themselves. The students did acknowledge that PBL made them appreciate the relevance of basic scientific knowledge to clinical cases. A majority mentioned that it was a good approach to learning and that the tutorial sessions were getting better. However they complained about the workload and the extra time required for obtaining information. These variations in responses amongst the teachers and students of the various phases could imply the different levels of abilities and gradual developments of the students as they progress through the course. Of course there are always a number of individuals who prefer to feed and be spoon-fed.

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