Gerzina Tania M, Worthington Rebecca, Byrne Scott, McMahon Catherine
Faculty of Dentistry, University of Sydney, Sydney, Australia.
J Dent Educ. 2003 Jun;67(6):641-53.
First-year dental students in a new problem-based learning (PBL) course, the Bachelor of Dentistry (BDent) Program at the University of Sydney, Australia, completed the Study Process Questionnaire and two other questionnaires in this study. The study aimed to identify student perceptions of a written formative assessment and the helpfulness of various learning aids used to prepare for this assessment and preparing to be a dental clinician. Correlations between approach to learning and perceptions of assessment and learning aids showed theoretically expected associations. Surface learning was associated with students' concerns regarding whether assessment items reflected curriculum content, a valuing of lectures as a learning aid, and low scores for theme sessions. Deep learning was associated with a perception that the assessment tested application of basic and clinical sciences and a valuing of both independent study groups and learning topics as learning aids. An achievement orientation to learning was associated with a valuing of formative assessment as a learning aid and an intention to modify study habits as a result of participating in formative assessment. The findings provide insight into student learning in a PBL context that will help teachers and curriculum developers better understand the value of teaching aids provided in the program and the impact assessment has on study styles.
澳大利亚悉尼大学牙医学士（BDent）项目的一年级牙科学生，在一门新的基于问题的学习（PBL）课程中完成了本研究中的学习过程问卷以及另外两份问卷。该研究旨在确定学生对书面形成性评估的看法，以及用于准备该评估和成为牙科临床医生的各种学习辅助工具的帮助程度。学习方法与对评估和学习辅助工具的看法之间的相关性显示出理论上预期的关联。表层学习与学生对评估项目是否反映课程内容的担忧、将讲座视为一种学习辅助工具的重视程度以及主题课程的低分相关。深度学习与认为评估测试基础和临床科学应用的看法以及将独立学习小组和学习主题都视为学习辅助工具的重视程度相关。以成绩为导向的学习与将形成性评估视为一种学习辅助工具的重视程度以及因参与形成性评估而改变学习习惯的意图相关。这些发现为PBL背景下的学生学习提供了见解，这将有助于教师和课程开发者更好地理解该项目中提供的教学辅助工具的价值以及评估对学习方式的影响。
