Rosen R L, Paul H A, Goodman L J
Department of Internal Medicine, Rush Medical College, Rush University, Chicago, Illinois.
Acad Med. 1992 Aug;67(8):535-8. doi: 10.1097/00001888-199208000-00012.
As medical schools critically reevaluate their methods of instruction and as the number of innovative programs increases, the content delivered across disciplines must be carefully reviewed. However, few methods of content analysis have been applied to problem-based programs. In 1989-90 and 1990-91, the authors analyzed the distribution of basic science content in the 53 cases in the problem-based curriculum of Rush Medical College of Rush University. They developed a content vocabulary and created a database using a widely available computer software program. The content areas specific to each case were identified by faculty using the content vocabulary. To determine whether these content areas were actually identified by the students participating in the problem-solving sessions, the authors surveyed the 36 student participants in the classes of 1993 and 1994 and also interviewed the 15 faculty facilitators of the sessions. The surveys and interviews demonstrated that over 90% of the content areas identified by the faculty were actually covered by the students. The authors conclude that the database assists in their review of the curriculum for omission and redundancy. Other uses and limitations of this method are also discussed.
随着医学院校认真重新评估其教学方法，以及创新项目数量的增加，跨学科传授的内容必须得到仔细审查。然而，很少有内容分析方法应用于基于问题的项目。在1989 - 90年和1990 - 91年，作者分析了拉什大学拉什医学院基于问题的课程中53个案例的基础科学内容分布。他们开发了一个内容词汇表，并使用一个广泛可用的计算机软件程序创建了一个数据库。每个案例特定的内容领域由教师使用内容词汇表来确定。为了确定参与问题解决环节的学生是否实际识别出了这些内容领域，作者对1993年和1994年班级中的36名学生参与者进行了调查，并采访了该环节的15名教师引导者。调查和访谈表明，教师识别出的内容领域中有超过90%实际上被学生涵盖了。作者得出结论，该数据库有助于他们审查课程中的遗漏和冗余情况。还讨论了这种方法的其他用途和局限性。
