Veale Pamela
Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada.
Med Teach. 2007 May;29(4):377-82. doi: 10.1080/01421590701509712.
Multiple factors can contribute to variability in content coverage and student study activities between problem-based learning (PBL) groups.
The purpose of this study was to analyse the student learning issues to answer three questions: 1. How do the student-generated learning issues compare to faculty-developed 'key feature' objectives for each case? 2. Is there stability in choice of student learning issues over a four-year period? 3. What resources do the students access and has this changed over a four-year period?
Student-generated learning issues were collected during a course that follows a PBL design using standardized patient cases. Between 2002 and 2005, 407 students in 74 groups completed the course. The student-generated learning issues were compared with faculty-developed learning objectives to identify content covered. Students also recorded resources accessed and time spent researching the learning issues.
Learning issues regarding medical content had moderate correspondence to faculty objectives. However, 'key feature' objectives that included other content such as communication challenges, ethics issues, psychosocial stressors, etc. were identified less frequently in student learning issues. Student study time was constant across cases, groups and years. A trend toward increased use of electronic resources over time was identified, and student choice of resource material did not necessarily match the references listed in the case materials.
Despite similarity in student study time between groups, significant variability in content of learning issues and resources accessed was apparent.
多种因素可能导致基于问题的学习（PBL）小组之间在内容覆盖和学生学习活动方面存在差异。
本研究的目的是分析学生的学习问题，以回答三个问题：1. 学生提出的学习问题与教师针对每个案例制定的“关键特征”目标相比如何？2. 在四年期间，学生学习问题的选择是否具有稳定性？3. 学生使用了哪些资源，并且在四年期间这是否发生了变化？
在一门采用标准化患者案例的PBL设计课程中收集学生提出的学习问题。2002年至2005年期间，74个小组的407名学生完成了该课程。将学生提出的学习问题与教师制定的学习目标进行比较，以确定所涵盖的内容。学生还记录了使用的资源以及花在研究学习问题上的时间。
关于医学内容的学习问题与教师目标有适度的对应关系。然而，在学生的学习问题中，较少发现包括沟通挑战、伦理问题、心理社会压力源等其他内容的“关键特征”目标。学生的学习时间在不同案例、小组和年份中保持不变。随着时间的推移，发现使用电子资源的趋势有所增加，并且学生对资源材料的选择不一定与案例材料中列出的参考文献相符。
尽管各小组学生的学习时间相似，但学习问题的内容和所使用的资源仍存在明显的显著差异。
