开发和验证一个基于问题的学习问卷,以评估辅导员和学生组的促进
Anabel Bach1, Irmela Blüthmann2, Ines Wulff3
1School Pedagogy and School Improvement Research, Freie Universität Berlin, Berlin, Germany.
一个新的问卷有效地衡量了辅导员和学生在基于问题的学习 (PBL) 中的便利性. 该工具增强了对PBL课程中的协作学习动态和教学质量的理解.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 基于问题的学习 (PBL) 是医学教育中一个关键的教学方法.
- 评估PBL中促进的质量对于有效的学习至关重要.
研究的目的:
- 开发和验证一个调查问卷,以评估在PBL中的导师和小组促进活动.
- 将问卷与教学质量的理论模型保持一致.
主要方法:
- 开发了一个19项调查问卷,包含六个因素来评估协作学习和促进.
- 分析了152个在线PBL组中的419名本科医学学生的数据,分析了构造和标准有效性.
主要成果:
- 通过因子维度,内部可靠性和类内相关系数确认构造有效性.
- 通过将促进活动与小组自我促进,学习收益和满意度相关联来支持标准有效性.
结论:
- 经过验证的问卷提供了对PBL协作学习的全面了解.
- 它阐明了PBL中导师和小组促进活动之间的相互作用.
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