Green Carolyn J, van Gyn Geraldine H, Moehr Jochen R, Lau Francis Y, Coward Patricia M
School of Health Information Science, University of Victoria, PO Box 3050, STN CSC, Victoria, BC, Canada V8W 3P5.
Int J Med Inform. 2004 Mar 18;73(2):173-9. doi: 10.1016/j.ijmedinf.2003.11.013.
To investigate the effect on learner satisfaction of introducing a technology-enabled problem-based learning (PBL) approach into a health informatics curriculum. Course redesign was undertaken to prepare students for three 4-month work terms and a rapidly changing professional environment upon graduation.
Twenty-six Canadian undergraduate students of a redesigned course in biomedical fundamentals completed a midterm questionnaire in 2002. Eight of these students participated in a focus group.
Students agreed that seven of nine functions provided by the web-based online course management system enhanced their learning: private email (92.3%), calendaring (88.5%), course notes (88.5%), discussion forums (84.5%), online grades (84.5%) assignment descriptions (80.8%) and online quizzes (80.8%). Although students agreed that two PBL activities enhanced learning (learning to present information) (84.5%) and learning to identify information needed (73.1%), the majority of students (69.2%) expressed a preference for the traditional lecture approach over the PBL approach. Students reported feeling uncertain of what was required of them and related anxiety accounted for most of the negative feedback.
These findings give us clear goals for improvement in the course beginning with a comprehensive, carefully guided introduction to the processes of PBL. The positive trends are encouraging for the use of web-enabled courseware and for the further development of the PBL approach.
研究将基于技术的问题式学习（PBL）方法引入健康信息学课程对学习者满意度的影响。进行课程重新设计，以使学生为三个为期4个月的工作学期以及毕业后迅速变化的专业环境做好准备。
2002年，26名加拿大生物医学基础重新设计课程的本科学生完成了一份中期调查问卷。其中8名学生参加了焦点小组。
学生们认为，基于网络的在线课程管理系统提供的9项功能中有7项增强了他们的学习效果：私人电子邮件（92.3%）、日程安排（88.5%）、课程笔记（88.5%）、讨论论坛（84.5%）、在线成绩（84.5%）、作业描述（80.8%）和在线测验（80.8%）。尽管学生们认为两项PBL活动增强了学习效果（学习呈现信息（84.5%）和学习识别所需信息（73.1%）），但大多数学生（69.2%）表示更喜欢传统讲座方法而非PBL方法。学生们表示对要求他们做什么感到不确定，相关焦虑占了大部分负面反馈。
这些发现为我们明确了课程改进的目标，首先要对PBL过程进行全面、精心指导的介绍。这些积极趋势对于网络课件的使用和PBL方法的进一步发展是令人鼓舞的。
