Ellis Robert A, Goodyear Peter, Brillant Martha, Prosser Michael
Institute of Teaching and Learning, University of Sydney, Carslaw F07, Sydney, NSW, 2006, Australia.
Adv Health Sci Educ Theory Pract. 2008 Dec;13(5):675-92. doi: 10.1007/s10459-007-9073-3. Epub 2007 Jul 12.
This study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem scenarios in class, and using professional pharmacy databases on-line. Qualitative variations in student approaches to solving problem scenarios in both learning situations are identified. These turn out to be associated with qualitatively different conceptions of PBL and also with levels of achievement. Conceptions and approaches that emphasis learning for understanding correlate with attaining higher course marks. The outcomes of the study reinforce arguments that we need to know more about how students interpret the requirements of study in a PBL context if we are to unravel the complex web of influences upon study activities, academic achievement and longer-term professional competence. Such knowledge is crucial to any theoretical model of PBL and has direct practical implications for the design of learning tasks and the induction of students into a PBL environment.
本研究调查了药学专业四年级学生基于问题的学习（PBL）体验。它采用现象学方法对基于问题的学习进行评估，以阐明不同学生群体对PBL的理解方式和处理方法。该研究聚焦于学生在课堂上处理问题情境以及在线使用专业药学数据库的方式。研究确定了学生在两种学习情境中处理问题情境方法的质性差异。结果发现，这些差异与对PBL质性不同的理解以及成绩水平相关。强调为理解而学习的理解方式和方法与获得更高的课程分数相关。该研究结果强化了这样的观点，即如果我们要理清影响学习活动、学业成绩和长期专业能力的复杂影响网络，就需要更多地了解学生如何在PBL背景下解读学习要求。这些知识对于任何PBL理论模型都至关重要，并且对学习任务的设计以及引导学生进入PBL环境具有直接的实际意义。
