【作者】 王阳；

【导师】 于晓松；

【作者基本信息】 中国医科大学 ， 社会医学与卫生事业管理， 2006， 硕士

【摘要】 前言 教育实践工作者对PBL教学模式普遍认同,世界上许多国家的医学院校都采用了这种教学模式。为了发现目前PBL课程教学过程和教学效果的优点和不足,有必要对PBL课程进行评价并且对评价结果进行分析与研究,据此建立适宜的PBL教学效果评价指标体系。 对PBL课程有多种评价方法,总体上说可以概括为定量评价和定性评价,本研究采用定性评价的问卷调查法对中国医科大学PBL课题实施效果进行评价。 资料与方法 2004年10月至2005年11月,在每门课程结束时采用间接询问调查法对学生和教师进行问卷调查,调查表分学生用和教师用两种,由中国医科大学医学教育中心与华盛顿大学医学院医学教育中心专家共同确定。 调查表收回后,首先对问卷调查的信度和效度进行了分析,之后将分别按学科(临床和基础)、PBL课程授课比例(<50%和≥50%)、学生学制(五、六年制和七年制)、年资(助教、讲师、副教授、教授)、学生和教师相关调查数据进行比较分析,所有数据录入使用Visual Foxpro6.0数据库软件进行,统计分析采用SPSS12.0软件进行。 结果与分析 学生问卷和教师问卷的信度α值分别是0.87和0.937。使用因子分析方法分析学生问卷和教师问卷的结构效度,在学生问卷调查的回答中提取更多还原

【Abstract】 IntroductionEducation researchers have reached consensus over the problem - based learning ( PBL) teaching model, which has been applied in many medical schools all over the world. However, it is quite necessary to make an analytic research in order to evaluate the advantages and disadvantages of PBL teaching process and efficacy. More importantly, we can establish a suitable PBL teaching evaluation system on basis of our research.Generally speaking, PBL teaching evaluating methods can be summarized as qualitative and qualitative. In this study, we used qualitative questionnaires to evaluate the efficacy of PBL teaching in China Medical University.Material and MethodFrom October 2004 to November 2005 , questionnaire survey was conducted at the end of each teaching course among students ( using the questionnaires for students) and teachers (using the questionnaires for teachers). All the questionnaires were the result of the co - effort of education experts in medical education center of China Medical University and University of Washington Medical Center.After the reliability and validity were determined , the questionnaires were analyzed according to subject ( clinical medicine or basic medicine) , PBLteaching proportion ( ^ 50% or < 50% ). All the data were input into Visual Foxpro6.0 Data Base and then analyzed statistically by SPSS12.0 software.Result and AnalysisReliability coefficient a of student questionnaire and teacher questionnaire were 0. 87 and 0. 937 respectively. Factor analysis was used for determining structural validity. Selected main 4 factors of student questionnaires and 3 factors of teacher questionnaire, contribution rates were 50. 5% and 67. 3% respectively. Our survey indicated that the satisfactory rate of both students and teachers for PBL teaching was very high. Comparison between PBL basic medical teaching and clinical medical teaching proved that there was significant statistical difference among 34 parameters in the questionnaires. Meta - analysis a-mong students attending 24 courses showed that basic medical course and clinical medical course were convergent when cluster distance was 13. Higher satisfactory rate was present in clinical course students as compared with basic medicine learners. When the percentage of total PBL class was over 50% , more students were willing to take the PBL classes. There was no significant difference in the attitude toward PBL teaching among students of five - year, six -year and seven - year program, however, those from seven - year program seemingly showed more optimum trend toward the PBL teaching. Teachers and students had a different opinion on PBL teaching. There was significant difference in three issues of survey questionnaire among teachers at different levels such as teaching assistant, lecturer, associate professor, and professor.DiscussionAccording to the reliability and validity value, our PBL teaching research was reliable and valid. All the PBL students of clinical medicine showed higher learning enthusiasm and their learning skills were improved greatly. PBL in clinical medical teaching achieved better results, which is consistent with examination score analysis from different teaching department. In the PBL - dominantclasses, students had more chances in participating group discussion, which was proved to be more effective in promoting students’skill in clinical diagnosis. Due to their relatively better background, students of seven - year program showed more positive attitude toward the PBL teaching as compared with those of five -year or six - year program. However, It’s impossible to change a deeply ingrained opinion in one go. For the teachers, they were trained for the PBL teaching in advance and therefore had newer concept, better understanding as well as more positive opinion of PBL teaching. There was significant difference in three issues of survey questionnaire among teachers at different levels: professors were strict but teaching assistant and lecturers were comprehensive.ConclusionStudents favor PBL because it enhances their abilities. PBL is more effective in clinical medical teaching as compared with basic medical teaching. High PBL class percentage can result in better teaching effect. There was no significant difference in the optimum trend PBL teaching among students of five -year, six - year and seven - year program. Teachers and students had a different opinion on PBL teaching. There was significant difference in three issues of survey questionnaire among teachers at different levels.更多还原