Rahman M E, Rahman S, Musa K M, Shuvra M R
Mymensingh Medical College.
Mymensingh Med J. 2004 Jan;13(1):20-4.
An intervention study was carried out in Mymensingh Medical College during the second week of January, 2003 to compare knowledge and attitude of the faculty members of Mymensingh Medical College on PBL before and after exposure to a symposium. Pretest was done among 48 faculty members before and 45 faculty members after exposure to the symposium using a self-administered questionnaire. Before the symposium about 17% of faculty members had a sound knowledge on PBL, the figure rose significantly to about 61% after exposure to the symposium (P < 0.001). About 73 % of faculty members felt that PBL is effective in problem solving after exposure to the symposium, as compared to about 60% who felt that PBL is effective in problem solving before the symposium (P < 0.01). About 69% of faculty members stated that PBL is better than traditional ward teaching after exposure to the symposium, as compared to 51.1% who stated that PBL is better than traditional ward teaching before the symposium (P < 0.001). About 69% of faculty members stated that PBL enhances self-directed learning after exposure to the symposium, as compared to about 52% who stated PBL enhances self-directed learning before the symposium(P <0.005). About 64% of faculty members affirmed that they will welcome PBL in clinical teaching after exposure to the symposium, as compared to 62.5% of faculty members who would welcome PBL in clinical teaching before the symposium (P < 0.01). A total of 59% of faculty members asserted that they will recommend PBL to be included in Undergraduate Medical Curriculum after exposure to the symposium, as compared to 60.3% who would recommend PBL in Undergraduate Medical Curriculum before the symposium. About 51 % of faculty members agreed that practicing PBL will help students after graduation to continue independent learning before the symposium, as compared to 60% who agreed that practicing PBL will help students after graduation after exposure to the symposium (P < 0.05). It can be concluded that exposure to a symposium centered on PBL can improve knowledge and attitude of faculty members on PBL positively & significantly.
2003年1月的第二周，在迈门辛医学院开展了一项干预性研究，以比较迈门辛医学院教员在参加一次研讨会前后对基于问题的学习（PBL）的知识和态度。在参加研讨会之前，对48名教员进行了预测试，参加之后对45名教员进行了预测试，采用的是自填式问卷。在研讨会之前，约17%的教员对PBL有充分的了解，参加研讨会之后，这一比例显著上升至约61%（P<0.001）。参加研讨会之后，约73%的教员认为PBL在解决问题方面有效，而在研讨会之前，约60%的教员认为PBL在解决问题方面有效（P<0.01）。参加研讨会之后，约69%的教员表示PBL比传统的病房教学更好，而在研讨会之前，51.1%的教员表示PBL比传统的病房教学更好（P<0.001）。参加研讨会之后，约69%的教员表示PBL能增强自主学习能力，而在研讨会之前，约52%的教员表示PBL能增强自主学习能力（P<0.005）。参加研讨会之后，约64%的教员肯定他们会在临床教学中欢迎PBL，而在研讨会之前，62.5%的教员会在临床教学中欢迎PBL（P<0.01）。共有59%的教员声称他们会在参加研讨会之后建议将PBL纳入本科医学课程，而在研讨会之前，60.3%的教员会建议将PBL纳入本科医学课程。在研讨会之前，约51%的教员同意实施PBL对学生毕业后继续自主学习有帮助，而在参加研讨会之后，60%的教员同意实施PBL对学生毕业后继续自主学习有帮助（P<0.05）。可以得出结论，参加以PBL为中心的研讨会能够积极且显著地提高教员对PBL的知识和态度。
