Chae Su-Jin
Department of Medical Humanities & Social Medicine, Ajou University School of Medicine, Suwon, Korea.
Korean J Med Educ. 2012 Dec;24(4):347-51. doi: 10.3946/kjme.2012.24.4.347. Epub 2012 Dec 31.
Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL.
Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis.
By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL.
There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.
虽然基于问题的学习（PBL）已在许多院校推广，但很少有研究分析个体差异与PBL之间的关系。本研究旨在分析学习风格与对PBL效果的认知之间的关系。
采用格拉沙-里希曼学生学习风格量表，对2011年就读于韩国亚洲大学医学院呼吸系统课程的38名学生的学习风格进行评估。通过回归分析和斯皮尔曼相关性分析对数据进行分析。
通过回归分析，依赖型风格（β=0.478）和回避型风格（β=-0.815）影响学习者对PBL的满意度。通过斯皮尔曼相关性分析，独立型、依赖型和回避型风格与对PBL效果的认知之间存在显著关联。
学习风格与对PBL效果的认知之间几乎没有显著关系。我们必须确定如何针对不同学习风格的学生进行教学以及影响PBL的因素。
