Novak Suzanne, Shah Sonalee, Wilson James P, Lawson Kenneth A, Salzman Robert D
The University of Texas at Austin College of Pharmacy, 78712, USA.
Am J Pharm Educ. 2006 Aug 15;70(4):74. doi: 10.5688/aj700474.
To determine learning-style scores of second-year pharmacy students before and after a problem-based learning (PBL) teaching experience and to evaluate the relationships between scores and demographic variables.
The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was given to pharmacotherapy laboratory students before and after a semester-long problem-based learning class.
Only one of the GRSLSS score variables was reported as "high" ("collaborative") and none were reported as "low." Students' "avoidant" mean score increased and "participant" mean score decreased after completing the PBL experience (p < or = 0.05).
While PBL appears to be a teaching style that is conducive to the learning preferences of this cohort of pharmacy students, significant changes in learning styles were noted after completing the PBL experience. These changes may reflect difficulties that occurred in adapting from a didactic teaching style to PBL, and specifically, difficulties in adjusting to participating in a group learning experience. A major limitation was that the teaching style of the facilitator was not measured.
确定药学专业二年级学生在基于问题的学习（PBL）教学体验前后的学习风格得分，并评估得分与人口统计学变量之间的关系。
在为期一个学期的基于问题的学习课程前后，对药物治疗实验室的学生进行Grasha-Reichmann学生学习风格量表（GRSLSS）测试。
GRSLSS得分变量中只有一个被报告为“高”（“协作型”），没有一个被报告为“低”。完成PBL体验后，学生的“回避型”平均得分增加，“参与型”平均得分降低（p≤0.05）。
虽然PBL似乎是一种有利于这批药学专业学生学习偏好的教学方式，但在完成PBL体验后，学习风格出现了显著变化。这些变化可能反映了从传统讲授式教学方式转变为PBL时遇到的困难，特别是在适应小组学习体验方面的困难。一个主要局限性是未对指导教师的教学风格进行测量。
