Department of Preclinical Science, Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad and Tobago.
Med Teach. 2012;34(11):e756-62. doi: 10.3109/0142159X.2012.689440.
Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning.
To design a method of PBL that includes concept mapping and examine students' perceptions of this form of PBL.
We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students' prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students' perceptions of the two methods in four learning domains.
The students' ratings for the 5-phase method were significantly higher than for the 7-step method (paired t-test) on all items on the questionnaire.
The students perceived the 5-phase method as promoting their passion for learning, and developing their cognitive, metacognitive and interpersonal skills.
基于问题的学习（PBL）和概念图已被证明可以促进主动和有意义的学习。
设计一种包含概念图的 PBL 方法，并考察学生对这种 PBL 形式的看法。
我们设计了一个 5 阶段的 PBL 方法，产生了三个清晰可识别的映射阶段，反映了辅导期间的学习活动：（1）对临床问题的初步理解，（2）学生对问题的先验知识，（3）在自主学习后对问题的最终理解。绘制第二和第三阶段地图的过程涉及学生回答他们在两次机会中生成的问题，使整个过程采用 5 阶段方法。每个学生都接触到两种 PBL 方法：一种是传统的 7 步方法（马斯特里赫特类型）和改良的 PBL（5 阶段）方法。我们使用问卷评估学生在四个学习领域对两种方法的看法。
学生对 5 阶段方法的评价在问卷的所有项目上均显著高于 7 步方法（配对 t 检验）。
学生认为 5 阶段方法可以激发他们的学习热情，并培养他们的认知、元认知和人际交往技能。
