探索学习方法和基于问题的学习之间的关系:医学学生纵向研究的见解
D Avraam1, I Televantou2,3, A P Albert4
1Department of Basic and Clinical Sciences, University of Nicosia Medical School, Nicosia, 2417, Cyprus.
BMC medical education
|April 26, 2025
概括
基于问题的学习 (PBL) 并没有始终促进医学学生的深度学习,随着时间的推移,许多人采用了表面学习方法. 这一转变与特定领域的满意度较低有关,与学业成绩无关.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
背景情况:
- 基于问题的学习 (PBL) 理论上是为了促进深度学习方法.
- 关于PBL对学习方法的好处的实际实现仍在调查中.
- 学生的特点和课程设计可能会影响PBL的学习成果.
研究的目的:
- 调查学习方法,学术成绩和学生满意度之间的关系,在一个集成的PBL医学课程.
- 在第一年的学习中,探索不同学生群体学习方法的变化.
- 确定影响PBL有效性的潜在因素.
主要方法:
- 来自两所英国机构的一年级本科医学生的队列参加了比赛.
- 验证的研究过程问卷 (SPQ) 在第一年开始和结束时进行.
- 分析了学习方法,学业表现 (书面和临床考试) 和学生满意度之间的关联.
主要成果:
- 深度动机在学年显著下降.
- 某些学生人口统计学 (例如,男性,老年人,白人,先前的科学学位) 显示出较低的深层动机.
- 表面学习与对药理学和处方信心的满意度有负相关性,但与检查表现没有发现任何关联.
结论:
- 在这种现实环境中,PBL并没有始终实现其促进深度学习的目标.
- 学习者表现出向不太有利的学习方法的转变,包括增加表面学习和降低深层动机.
- 特定的学生群体可能更容易受到PBL的挑战,这表明需要有针对性的干预措施和课程调整来增强深度学习.
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