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題 名 | High Satisfaction with Problem-Based Learning for Anesthesia=高滿意度之麻醉學混合式問題導向教學 |
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作 者 | 張嘉弘; 楊靖宇; 史麗珠; 呂炳榮; | 書刊名 | 長庚醫學 |
卷 期 | 27:9 2004.09[民93.09] |
頁 次 | 頁654-662 |
分類號 | 416.5 |
關鍵詞 | 滿意度; 麻醉學; 混合式問題導向教學; Hybrid curriculum; Problem-based learning; Satisfaction; Anesthesia; |
語 文 | 英文(English) |
中文摘要 | 背景:本論文旨探討學生對麻醉學採用問題導向式教學(PBL)與傳統式大班章節教學方式滿意度之比較。 方法:137位醫學系五年級學生參與麻醉學混合式教學的研究。混合式教學課程包含九節必修的大班授課及三節相關的PBL病例討論。學生對於問題導向式教學(PBL)與傳統式大班章節教學方式課程的滿意度以Linkert 5-point scale來評估,資料收集從2002到2003兩個學年,統計是以two-sided t-test比較,p<0.05有統計上的意義。 結果:對於麻醉教學,培養興趣與動機,未來工作與個人能力的訓練,及教學方式之滿意度等,大部份的學生對PBL有較高的滿意度(p<0.05)。然而在學習速度,基本知識的了解,及內容的充實度方面,傳統式大班章節授課比較受學生的肯定(p<0.05)。至於兩組不同學年的學生對此混合式授課方式的滿意度,除對問題解決的能力,教學內容完整性與麻醉藥物及技術上之了解外,大體上並沒有統計差異。 結論:長庚大學醫學系五年級學生對於麻醉學採用問題導向教學表達滿意與肯定。 |
英文摘要 | Background: The aim of this study was to compare students’ satisfaction between problem-based learning (PBL) and lecture-based traditional teaching of anesthesia. Methods: One hundred and thirty-seven fifth-year medical students were enrolled in a course which used a hybrid curriculum for teaching about anesthesia. The hybrid curriculum included 9 essential lectures and 3 related PBL case discussions. A Linkert 5-point scale was used for to assess students’ satisfaction levels between PBL and lecture-based traditional teaching. Data were collected through a year-end questionnaire over 2 academic years from 2002 to 2003. Scores regarding the satisfaction levels between these 2 teaching methods were analyzed using a 2-sided paired t-test. Results: Most students preferred PBL over the lecture-based traditional teaching in the following 6 aspects: learning about anesthesia, understanding other medical knowledge, being interested in and motivated to learn, training for future work, training of personal abilities, and being confident and satisfied with the teaching method (p<0.05). However, traditional teaching was superior to PBL in enhancing the speed of learning with greater understanding of a basic knowledge of anesthesia, as well as in providing more solid content with understanding of a greater number of anesthetic techniques (p<0.05). Satisfaction levels with this curriculum did not generally differ between students enrolled in different classes in 2002 and 2003. Conclusions: Although the assessment tools and content of PBL need to be modified, implementation of PBL for teaching anesthesia showed satisfactory results. |
本系統中英文摘要資訊取自各篇刊載內容。