药剂学课程中基于问题的辅助学习的定量评估
Quantitative assessment of assisted problem-based learning in a pharmaceutics course.
作者信息
Romero Rebecca M, Eriksen Stuart P, Haworth Ian S
机构信息
School of Pharmacy, University of Southern California, Los Angeles, CA 90089-9121, USA.
出版信息
Am J Pharm Educ. 2010 May 12;74(4):66. doi: 10.5688/aj740466.
OBJECTIVES
To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course.
DESIGN
Data were collected over 7 offerings of the course. In the first half of the semester about half of the students (PBL1) learned in a PBL format while the other students (PBL2) received didactic lectures. In the second half of the semester, the teaching methods were reversed.
ASSESSMENT
Performance on the midterm examination and a comprehensive final examination was used to assess the effect of PBL. Over the 7-year period, PBL1 students scored significantly higher on the midterm examinations. Scores on the final examinations did not differ significantly, but PBL2 students had a higher mean score on questions based on material from the second half of the semester.
CONCLUSIONS
PBL produced a short-term (weeks) improvement in learning and our results suggest that the effect may persist in the medium term (months).
目的
评估在药剂学课程中，与传统讲授法相比，基于问题的学习（PBL）辅助教学的有效性。
设计
在该课程的7次授课过程中收集数据。在学期前半段，约一半学生（PBL1组）以PBL形式学习，而其他学生（PBL2组）接受传统讲授式讲座。在学期后半段，教学方法互换。
评估
通过期中考试和综合期末考试的成绩来评估PBL的效果。在这7年期间，PBL1组学生在期中考试中的得分显著更高。期末考试成绩没有显著差异，但PBL2组学生在基于学期后半段内容的问题上平均得分更高。
结论
PBL在短期内（数周）提高了学习效果，我们的结果表明这种效果可能在中期（数月）持续存在。
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