Amato Dante, de Jesús Novales-Castro Xavier
Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Distrito Federal, Mexico.
Rev Med Inst Mex Seguro Soc. 2010 Mar-Apr;48(2):219-26.
To measure the acceptance of problem based learning (PBL), to find out if they consider that spending extra-time is worthy, how they perceive their own learning, and how it correlated with other learning parameters.
After exposure to PBL during one semester, a cross sectional survey based on Likert-type scale was conducted to measure the students' opinion about PBL acceptance and perception of their own learning. The sample was 268 (65%) females and 143 (35%) males from the 3rd semester of the medical school. The Spearman's correlation was used for analysis.
PBL was considered to be useful or very useful for their learning to 89% of the students. The PBL used longer time working after the classroom activities. The extra-time spent in the course was considered worthy by 77%. Perception of their own learning correlated with the marks that they obtained (rho=0.202, p<0.0001), and with the acceptance of PBL (rho=0.291, p<0.0001).
Students' acceptance of PBL was corroborated. Perception of a better learning correlated with higher marks and, with better acceptance of PBL and with the perception that the additional time spent was worth while.
评估基于问题的学习（PBL）的接受度，了解学生是否认为额外花费时间是值得的，他们如何看待自己的学习，以及这种学习与其他学习参数之间的相关性。
在一个学期接触PBL之后，进行了一项基于李克特量表的横断面调查，以衡量学生对PBL接受度以及对自身学习的看法。样本来自医学院第三学期，其中268名（65%）为女性，143名（35%）为男性。采用斯皮尔曼相关性分析。
89%的学生认为PBL对他们的学习有用或非常有用。PBL在课堂活动之后需要花费更长时间学习。77%的学生认为在该课程中额外花费的时间是值得的。学生对自身学习的看法与他们取得的成绩相关（rho=0.202，p<0.0001），也与对PBL的接受度相关（rho=0.291，p<0.0001）。
学生对PBL的接受度得到了证实。更好的学习体验与更高的成绩相关，也与对PBL更好的接受度以及认为额外花费的时间是值得的看法相关。
