上海交通大学学报（医学版）

›› 2012, Vol. 32 ›› Issue (6): 801-.doi: 10.3969/j.issn.1674-8115.2012.06.024

• 论著（卫生事业管理） • 上一篇    下一篇

问题导向学习对长学制医学生自主学习能力的影响

董 樑1, 苏 蕴1, 陈祎颿1, 张维峰1, 王竹怡1, 唐燕萍2, 管 菲2, 张艳萍3   

  1. 1.上海交通大学 医学院仁济临床医学院, 上海 200127； 2.上海交通大学 医学院瑞金临床医学院, 上海 200025； 3.上海交通大学 医学院教务处, 上海 200025
  • 出版日期:2012-06-28 发布日期:2012-07-02
  • 通讯作者: 张艳萍, 电子信箱: zhangyp@shsmu.edu.cn。
  • 作者简介:董樑（1990—）, 男, 本硕博连读生；电子信箱: kidl@sjtu.edu.cn。
  • 基金资助:

    上海市教育科学研究项目（B10023）

Role of problem-based learning in self-learning ability of medical students in extended-academic-year system

DONG Liang1, SU Yun1, CHEN Yi-fan1, ZHANG Wei-feng1, WANG Zhu-yi1, TANG Yan-ping2, GUAN Fei2, ZHANG Yan-ping3   

  1. 1.Renji School of Clinical Medicine, Shanghai Jiaotong University School of Medicine, Shanghai 200127, China；2.Ruijin School of Clinical Medicine, Shanghai Jiaotong University School of Medicine, Shanghai 200025, China；3.Department of Educational Affairs, Shanghai Jiaotong University School of Medicine, Shanghai 200025, China
  • Online:2012-06-28 Published:2012-07-02
  • Supported by:

    Shanghai Educational Research Project, B10023

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摘要：

目的 探讨问题导向学习（PBL）对长学制医学生自主学习能力的影响。方法 将200名不同年级的在读8年制学生分为对照组（n=100）和实验组（n=100），采用“大学生学习自主性量表”调查两组学生的自主学习能力。该量表共有40个项目，归类为16个一阶因素和4个二阶因素，4个二阶因素分别为自我调控、学习策略、内容与环境及学习动机；项目为多项选择题，采用5级记分法。在实验组的量表后还设置了2道主观选择题，内容为受测者对PBL教学法的主观评价。结果 实验组学生在自我调控、学习策略、内容与环境3个二阶因素的得分上均显著高于对照组，差异有统计学意义（P<0.01）；但两组学生的学习动机得分比较差异无统计学意义（P>0.05）。在主观题上，实验组70%的学生认为PBL教学对自主学习能力的培养作用显著；59%的学生认为PBL教学是一项很好的改革，可以激发自主学习能力。 结论 PBL教学使医学生的自主学习能力有所提高，对自我调控、学习策略、内容与环境这3个因素有积极推动作用，而对学习动机无显著影响。

关键词: 问题导向学习, 自主学习能力, 长学制医学生

Abstract:

Objective To investigate the role of problem-based learning (PBL) in self-learning ability of medical students in extended-academic-year system. Methods Two hundred students of different grades in 8-year academic program were divided into control group （n=100） and test group （n=100）, and were asked to complete the Students Self-learning Scale. The Scale was composed of 40 items, and were classified into 16 first-order factors and 4 second-order factors, which were self-regulation, motivation, content and environment, and learning strategy. The items were designed in the form of multiple choice questions, and five-scale scoring method was used. Students in test group were also asked to complete 2 subjective choice questions about the subjective evaluation of PBL after the Scale. Results The scores of second-order factors of self-regulation, learning strategy and content and environment in test group were significantly higher than those in control group (P<0.01), while there was no significant difference in the score of factor of motivation (P>0.05). With respect to subjective choice questions, 70% of students in test group thought PBL played an important role in cultivation of self-learning ability, and 59% of students held the opinion that PBL was a good reform, which stimulated the self-learning ability. Conclusion PBL may promote the self-learning ability of medical students in extended-academic-year system, and stimulate the factors of self-regulation, learning strategy, and content and environment, while has no significant effect on the factor of motivation.

Key words: problem-based learning, self-learning ability, medical students in extended-academic-year system