Millan Laís Pereira Bueno, Semer Beatriz, Rodrigues José Mauro da Silva, Gianini Reinaldo José
School of Health and Medical Sciences, Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brazil.
Rev Assoc Med Bras (1992). 2012 Sep-Oct;58(5):594-9.
This study aims to evaluate Pontificia Universidade Católica de São Paulo (PUC-SP) medical students' perception of their preparedness to attend the internship course by comparing students who entered the internship in 2009, who were taught according to the traditional learning method, and those who entered the internship in 2010, who were taught according to the new method, i.e. problem-based learning (PBL).
50 traditional learning method students answered a standard Lickert scale questionnaire upon entering internship in 2009. In 2010, the process was repeated with PBL students. The questionnaire was based upon the Preparation for Hospital Practice Questionnaire. This questionnaire was evaluated by professors from three medical schools in Brazil regarding its applicability. The original questions were classified according to the importance these professors attributed to them, and less important questions were removed. Scores obtained from the Student's t-test were considered significant with p < 0.05.
A significant statistical difference was observed in 16 questions, and the traditional learning method students reported higher average scores. When questions were divided into dimensions, a significant statistical difference appeared in the dimensions " social aspects of health", "medical skills", and "ethical concepts"; traditional learning method students again reported higher scores (p < 0.001 for all dimensions). Higher scores were also reported when the average of the answers to the whole questionnaire was calculated.
Traditional learning method students consider themselves to be better prepared for internship activities than PBL students, according to the following three comparative means: by analyzing the answers to each question, by grouping these answers into dimensions, and by calculating the means of answers to the whole questionnaire.
本研究旨在通过比较2009年开始实习的学生（采用传统学习方法授课）和2010年开始实习的学生（采用新方法即基于问题的学习法（PBL）授课），评估圣保罗天主教大学（PUC-SP）医学生对参加实习课程准备情况的认知。
50名采用传统学习方法的学生在2009年开始实习时回答了一份标准的利克特量表问卷。2010年，对采用PBL的学生重复了这一过程。该问卷基于《医院实习准备情况问卷》。巴西三所医学院的教授对这份问卷的适用性进行了评估。根据这些教授对原始问题的重视程度对其进行分类，并删除了不太重要的问题。通过学生t检验获得的分数，p < 0.05时被认为具有显著性。
在16个问题中观察到显著的统计学差异，采用传统学习方法的学生报告的平均分数更高。当问题按维度划分时，在“健康的社会方面”“医疗技能”和“伦理观念”维度出现了显著的统计学差异；采用传统学习方法的学生再次报告了更高的分数（所有维度p < 0.001）。计算整个问卷答案的平均值时也报告了更高的分数。
根据以下三种比较方式，采用传统学习方法的学生认为自己比采用PBL的学生为实习活动准备得更好：分析每个问题的答案、将这些答案按维度分组以及计算整个问卷答案的平均值。
