Department of Medical Informatics, RWTH Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany.
Adv Health Sci Educ Theory Pract. 2009 Dec;14(5):725-38. doi: 10.1007/s10459-009-9154-6. Epub 2009 Jan 30.
Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.
基于问题的学习（PBL）是全球医学教育中一种既定的教学方法。PBL 的效果取决于导师的素质和学生的积极性。为了提高学生的积极性和满意度，并克服导师素质不断变化的问题，我们系统地将在线学习和面对面课程相结合，形成了混合学习方案（混合式基于问题的学习--bPBL）。本研究旨在确定 bPBL 是否能提高学生的积极性，在学生合作、定向等方面支持学习过程，并提供更可靠的辅导。混合式 PBL 是在学生和教师的合作中开发的。成熟的 PBL Seven Jump 方案经过精心补充，增加了电子学习模块。在 bPBL 的第一天培训中，学生开始与在线程序一起工作，但没有导师，在最后一天的培训中，导师参与会议提供额外的帮助和反馈。该方案通过混合方法研究进行了评估。传统的 PBL 课程与混合式 PBL 通过定性和定量问卷、标准化小组访谈和学生的测试结果进行了比较。此外，还分析了日志文件。共有 185 名三年级学生和 14 名导师参加了这项研究。与传统 PBL 学习的学生相比，bPBL 学生的积极性、主观学习收益和满意度评价显著更高。导师的意见和测试结果显示两组之间没有差异。学生们对基于网络的学习环境的评价非常好。根据日志文件分析，基于网络的学习模块经常被使用，并在自主学习期间提高了合作。
