一种由一名教师主持的大班小组问题式学习模式。
A model for small-group problem-based learning in a large class facilitated by one instructor.
机构信息
Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada.
出版信息
Am J Pharm Educ. 2012 Aug 10;76(6):117. doi: 10.5688/ajpe766117.
OBJECTIVE
To implement and evaluate a model for small-group problem-based learning (PBL) in a large class facilitated by 1 instructor.
DESIGN
A PBL model that included weekly assignments, quizzes, peer feedback, and case wrap-up sessions was developed and implemented in the final year of the pharmacy program to allow 1 instructor to facilitate PBL for up to 16 student teams in a large classroom.
ASSESSMENT
Student and team scores on multiple-choice examinations confirmed achievement of learning objectives. Students reported on course evaluation surveys that they were able to engage in the learning process and were satisfied with the new PBL model. This model achieved a cost savings of $42,000 per term.
CONCLUSIONS
A revised PBL model without individual group tutors allowed students to achieve the required learning outcomes in an interactive and engaging atmosphere, avoided classroom-scheduling conflicts, and produced a large cost savings for the university.
目的
实施并评估一种由 1 名教师在大班中进行小组以问题为基础的学习（PBL）的模式。
设计
在药学课程的最后一年，开发并实施了一种 PBL 模式，该模式包括每周作业、测验、同伴反馈和案例总结会议，以便 1 名教师能够在大教室中为多达 16 个学生团队提供 PBL 教学。
评估
多项选择题考试中学生和团队的分数证实了学习目标的实现。学生在课程评估调查中报告说，他们能够参与学习过程，并对新的 PBL 模式感到满意。这种模式每学期节省了 42000 美元的成本。
结论
没有个别小组导师的修订后的 PBL 模式允许学生在互动和引人入胜的氛围中达到所需的学习成果，避免了课堂时间表冲突，并为大学节省了大量成本。
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