Department of Developmental Biology, Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02115, USA.
J Dent Educ. 2011 May;75(5):665-71.
The Harvard School of Dental Medicine (HSDM) uses a hybrid problem-based learning (PBL) approach to teaching in the D.M.D. curriculum. Each tutorial group at HSDM is made up of eight to ten students. The objective of this study was to examine the performance of the students in the tutorial sessions as assessed by the tutor. A total of ten tutorial blocks led by twenty-four tutorial leaders were completed at HSDM between summer 2008 and fall 2009. All of the tutors were calibrated to a new assessment system that was developed for student assessment in the tutorials. The students were assessed on three major domains: knowledge acquisition, problem-solving and analytical thinking skills, and personal and interpersonal development. The tutors evaluated the students assigned to their group after the end of each block. Students also filled out a self-assessment form. Simple descriptive statistics were used to summarize the evaluations of the tutors. A total of 290 student evaluations from ten tutorial blocks were available for analysis. Tutors reported that 64 percent of the students preferred to communicate verbally without prompting and 68 percent of students submitted written reports to the groups during tutorial sessions. Tutors reported that a majority of students brought new information to each tutorial session (86.5 percent), brought information that facilitated others' learning (88.7 percent), integrated newly acquired knowledge with previous knowledge (92.7 percent), applied knowledge from self-study to explain issues during case discussions (91.7 percent), asked appropriate questions to stimulate discussions (87.3 percent), generated hypotheses to explain problems under discussion (83.8 percent), evaluated the hypotheses in light of available evidence (85.5 percent), defined and took responsibility for learning goals and objectives (89.3 percent), responded well to criticism (91.7 percent), took a leadership role (74.5 percent), and demonstrated sensitivity to psychosocial issues (88.6 percent). Student communication that tended to take over the group process in a non-contributory manner was reported in only 2 percent of the evaluations. Overall, students participating in PBL tutorial sessions appear to exhibit problem-solving and analytical thinking skills and personal and interpersonal attributes.
哈佛牙医学院（HSDM）在 D.M.D. 课程中采用混合式基于问题的学习（PBL）方法进行教学。HSDM 的每个辅导小组由八到十名学生组成。本研究的目的是检查辅导课程中学生的表现，这些表现由导师评估。2008 年夏季至 2009 年秋季，HSDM 共完成了十个由二十四名辅导负责人领导的辅导单元。所有导师都经过了新的评估系统的校准，该系统是为辅导中的学生评估开发的。学生在三个主要领域接受评估：知识获取、解决问题和分析思维技能以及个人和人际关系发展。导师在每个单元结束后对他们所在小组的学生进行评估。学生还填写了自我评估表。简单的描述性统计用于总结导师的评估。共有十个辅导单元的 290 名学生的评估可供分析。导师报告说，64%的学生喜欢在没有提示的情况下进行口头交流，68%的学生在辅导期间向小组提交书面报告。导师报告说，大多数学生在每次辅导中都带来了新信息（86.5%），带来了有助于他人学习的信息（88.7%），将新获得的知识与以前的知识相结合（92.7%），将自学知识应用于案例讨论中以解释问题（91.7%），提出适当的问题以激发讨论（87.3%），提出假设来解释正在讨论的问题（83.8%），根据现有证据评估假设（85.5%），定义并承担学习目标和任务（89.3%），对批评做出良好反应（91.7%），担任领导角色（74.5%），并表现出对社会心理问题的敏感性（88.6%）。只有 2%的评估报告中提到学生的沟通方式倾向于以非贡献的方式主导小组进程。总体而言，参与 PBL 辅导课程的学生似乎表现出解决问题和分析思维技能以及个人和人际关系的属性。
