Matthes Jan, Look Alexander, Hahne Amina K, Tekian Ara, Herzig Stefan
Department of Pharmacology, University of Cologne, Gleueler Strasse 24, 50931 Cologne (Köln), Germany.
Naunyn Schmiedebergs Arch Pharmacol. 2008 Mar;377(1):55-63. doi: 10.1007/s00210-007-0257-4. Epub 2008 Jan 11.
In spite of major efforts, there are only a few assessment tools reflecting learning outcomes particularly attributed to problem-based learning (PBL). We aimed to design a more appropriate assessment method by merging elements of the key features and the triple-jump approach. In a prospective, two-phase study, we designed and validated a new assessment tool, called the semi-structured triple jump (sTJ). At the end of a course on basic medical pharmacology, it was performed in addition to a final exam composed of multiple-choice questions. Since in a previous study we had shown tutor expertise to influence students' perception of the learning process, we examined the effect of tutor expertise on results obtained with these assessment tools. We newly developed a questionnaire for student evaluation of the PBL learning process that was validated and tested for reliability. Our aim was to answer two major questions: (1) Does our newly designed assessment tool come up with methodical claims like validity, objectivity and reliability? (2) Does our newly designed assessment tool reflect differences in tutors' expertise? The semi-structured triple jump turned out to be a valid and highly objective assessment tool showing a moderate reliability as found with other triple-jump modifications before. Interestingly, several steps of the sTJ showed a significant correlation to either tutors' subject- or method-matter expertise, respectively. Our data support the approach of supplementing the assessment by structured case-based tools to make it more appropriate for PBL.
尽管付出了巨大努力，但反映基于问题的学习（PBL）所特有的学习成果的评估工具却寥寥无几。我们旨在通过融合关键特征要素和三级跳方法来设计一种更合适的评估方法。在一项前瞻性的两阶段研究中，我们设计并验证了一种名为半结构化三级跳（sTJ）的新评估工具。在基础医学药理学课程结束时，除了由多项选择题组成的期末考试外，还进行了该评估。由于在之前的一项研究中我们已经表明导师的专业知识会影响学生对学习过程的认知，因此我们研究了导师专业知识对使用这些评估工具所获得结果的影响。我们新开发了一份用于学生评估PBL学习过程的问卷，并对其进行了有效性验证和可靠性测试。我们的目的是回答两个主要问题：（1）我们新设计的评估工具是否符合诸如有效性、客观性和可靠性等方法学要求？（2）我们新设计的评估工具是否能反映出导师专业知识的差异？半结构化三级跳被证明是一种有效且高度客观的评估工具，与之前其他三级跳改进方法一样，具有中等可靠性。有趣的是，sTJ的几个步骤分别与导师的学科专业知识或方法专业知识存在显著相关性。我们的数据支持通过结构化的基于案例的工具来补充评估的方法，使其更适用于PBL。
