Hur Yera, Kim Sun
Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea.
Med Teach. 2007 Feb;29(1):e18-21. doi: 10.1080/01421590601045007.
In the recent past, many medical schools have adopted the problem-based learning (PBL) method in their curriculum.
The key in this type of learning is the small group, which encourages students to perform and, thus, to learn effectively. This means the students must be grouped in such a way for the small group to facilitate the achievement of a better learning outcome.
Using Felder's Learning Inventory, three groups of students were formed: active, reflective and a control with no particular propensity.
Some interesting results were found. Active learners did not have the highest score in any of the tested areas. Instead, the reflective group of learners had the best outcome in participation, and the control group showed the best teamwork in a PBL setting.
Overall, we have found that grouping students according to their varying learning styles can be very useful for specific and various learning outcomes.
最近，许多医学院校在其课程中采用了基于问题的学习（PBL）方法。
这种学习方式的关键在于小组，小组能鼓励学生表现，从而有效学习。这意味着必须以某种方式对学生进行分组，以便小组能促进取得更好的学习成果。
使用费尔德学习量表，将学生分成三组：主动型、反思型和无特定倾向的对照组。
发现了一些有趣的结果。主动型学习者在任何测试领域都没有获得最高分。相反，反思型学习小组在参与方面取得了最佳成绩，而对照组在PBL环境中展现出了最佳的团队合作。
总体而言，我们发现根据学生不同的学习风格进行分组对于特定和多样的学习成果非常有用。
