Villamor M C
Department of Biochemistry, College of Medicine, Angeles University, Angeles City, Pampanga, Philippines.
Ann Acad Med Singap. 2001 Jul;30(4):382-6.
Biochemistry is a basic science subject introduced in the first year of the medical curriculum. At the Angeles University College of Medicine, the approach used in teaching biochemistry has always been the conventional lecture-based strategy. This study described the factors involved in the development of modules and the use of problem-based learning (PBL) as an innovative strategy in teaching the biochemistry of the endocrine system.
Four PBL modules consisting of clinical problems, student's and facilitator's guides and a list of learning objectives were developed and used by 68 first year medical students under the supervision of a tutor during small group tutorial sessions. A 5-point Likert scale questionnaire was employed to ascertain the perceptions of the students on the influences of the components of PBL on the learning process.
The respondents affirmed that the PBL approach motivated them to actively control the direction of their learning needs and encouraged them to acquire self-learning skills. Ninety per cent of the students found the PBL approach to have inspired them to take charge of their own learning of the biochemistry of the endocrine system.
The study showed that the students found this alternative method acceptable particularly in motivating to clarify biochemical concepts that facilitated their understanding of selected endocrine problems.
生物化学是医学课程第一年引入的一门基础科学学科。在安吉利斯大学医学院，生物化学教学一直采用传统的基于讲座的策略。本研究描述了模块开发过程中涉及的因素，以及将基于问题的学习（PBL）作为内分泌系统生物化学教学创新策略的应用情况。
开发了四个PBL模块，包括临床问题、学生和辅导员指南以及学习目标清单，并在导师的监督下，由68名一年级医学生在小组辅导课上使用。采用五点李克特量表问卷来确定学生对PBL各组成部分对学习过程影响的看法。
受访者确认，PBL方法促使他们积极掌控自身学习需求的方向，并鼓励他们培养自主学习技能。90%的学生发现PBL方法激发了他们自主学习内分泌系统生物化学的积极性。
研究表明，学生们认为这种替代方法是可以接受的，特别是在激发他们澄清生化概念方面，这有助于他们理解特定的内分泌问题。
