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題名 | The Influence of Harvard Medical School's New Pathway Curriculum on Student Cognitive Behavior=哈佛大學新路徑課程對學生認知行為之影響 |
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作者 | 高淑芬; | 書刊名 | 醫學教育 |
卷期 | 1:3 1997.09[民86.09] |
頁次 | 頁11-18 |
分類號 | 410.3 |
關鍵詞 | 新路徑課程; 學生認知行為; New pathway curriculum; Student cognitive behavior; |
語文 | 英文(English) |
中文摘要 | 哈佛醫學院於1985年開始採用新的醫學課程,即所謂的新路徑(New Pathway, NP),做為一種實驗性課程以便和傳統課程並行比較。為了評估此一新路徑成效,本文課程評估研究的目的是要調查課程如何影響於1985年或1986年進入傳統或新路徑的學生;本文只描述新路徑對學生認知行為的影嚮。 本研究主要針對學生的內容知識、臨床推理能力和學習行為三方面的認知行為;包括國家資格考在內的幾項評量被用來評估學生的內容知識,結果顯示二種路徑的學生有相似程度的基礎科學知識。以四據點實施客觀性結構性臨床測驗法(Objective Structured Clinical Exam, OSCE)評估其臨床推理能力,結果顯示二組並無顯著差異。 較喜好學習型式指標(Preferred Learning Style Index, PLSI)和認知行為評量(Cognitive Behavior Survey, CBS )被用來評估學生的學習行為;PLSI呈現出隨著時間的過去,學生愈會認同他們的課程路徑;CBS則顯示這兩種路徑的學生在5個學習領域有差異。經過和教師及學生會談後,支持CBS的結果認為參加新路徑課程使得這群學生比較傳統課程的學生得到較多的概念性知識基礎,促進他們經由自己的問問題而能擴展知識,且鼓勵他們從所得到的知識得到反省和回應。 |
英文摘要 | In 1985, Harvard Medical School (HMS) implemented a new medical curriculum, the New Pathway (NP), as an experimental curriculum to run parallel to the Traditional Curriculum, In order to evaluate the NP curriculum, a program evaluation study was created to examine how the curricula affected students who entered the Traditional or NP curriculum in 1985 or 1986. This paper describes one aspect of the study: the influence of the NP on student cognitive behavior. Three aspects of student cognitive behavior were studied: content knowledge, clinical reasoning, and learning behavior. Several measures were used to assess content knowledge including the National Boards. Interpretation of the results of these measures suggested that NP and Traditional students possessed similar levels of basic science knowledge. Using a four station OSCE to assess clinical reasoning showed no differences between the two groups of students. The Preferred Learning sytle Index (PLSI) and the Cognitive Behavior Survey (CBS) were administered to assess student learning behavior. The PLSI showed that over time NP and Traditional students identifed more with their own curriculum. The CBS showed differences between NP and Traditional students in five learning areas. Interviews of faculty and students supported the CBS results suggesting that participation in the NP caused NP students to acquire a more conceptual knowledge base, stimulated them to expand knowledge through their own questions, and encouraged them to reflect more on the knowledge they acquired than students in the Traditional curriculum. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。