Garí Calzada Mayra A, Iputo Jehu E
Walter Sisulu University, Mthatha, South Africa.
MEDICC Rev. 2015 Jul;17(3):13-7. doi: 10.37757/MR2015.V17.N3.4.
INTRODUCTION Problem-based learning harmonized with education in and for the community is the cornerstone of the curriculum for the undergraduate medical degree at Walter Sisulu University, Mthatha, South Africa. In tutorials, students construct knowledge and learn to work collaboratively while interacting with one another in their search for solutions to a pedagogically modeled health issue based on a patient. Problems cover students' needs defined by the learning cycle of the second year medical curriculum, organized into four learning blocks. OBJECTIVES Determine student perspectives on which factors affect tutorial group functioning and detect the reported presence of these factors in the four learning blocks comprising the second year of medical studies at Walter Sisulu University. METHODS Twenty second-year medical students were chosen by stratified random sampling and assigned to two focus groups. One group discussed factors that foster smooth functioning of the tutorial group; the other focused on factors hindering effective group work. Later, in a joint session, 17 items previously identified by both groups were selected and included in a survey given to all 97 students at the end of second year. The survey assessed presence of each item in 0, 1, 2, 3 or 4 of the learning blocks. RESULTS Survey response was 93.8%. Mean reported presence of factors that influenced tutorials in the four learning blocks was 2.71 (SD 0.31) for the social dimension, 3.02 for motivational (SD 0.02), 3.00 for cognitive (SD 0.42), and 2.22 for self-directed learning (SD 0.79). CONCLUSIONS Tutorial group performance at Walter Sisulu University is positively influenced more by motivational and cognitive factors than by social and self-directed learning factors. Social dimensions should be prioritized when training tutors and self-directed learning stressed for students. The poor productivity of extra-tutorial group discussions suggests the need for a critical evaluation of this activity. KEYWORDS Problem-based learning, problem-based curriculum, active learning, medical education, tutorial groups, South Africa.
引言
基于问题的学习与社区教育及为社区开展的教育相结合，是南非姆塔塔沃尔特·西苏鲁大学本科医学学位课程的基石。在辅导课中，学生们构建知识，并学会在相互交流以寻找基于患者的教学模式健康问题解决方案的过程中进行协作。问题涵盖了医学二年级课程学习周期所定义的学生需求，这些需求被组织成四个学习模块。
目标
确定学生对影响辅导小组功能的因素的看法，并检测在沃尔特·西苏鲁大学医学二年级的四个学习模块中这些因素的存在情况。
方法
通过分层随机抽样选取了20名医学二年级学生，并将他们分配到两个焦点小组。一组讨论促进辅导小组顺利运作的因素；另一组关注阻碍有效小组工作的因素。之后，在一次联合会议上，两组之前共同确定的17个项目被选出，并纳入在二年级末对所有97名学生进行的一项调查中。该调查评估了每个项目在0、1、2、3或4个学习模块中的存在情况。
结果
调查回复率为93.8%。四个学习模块中影响辅导课的因素的平均报告存在情况为：社会维度为2.71（标准差0.31），动机维度为3.02（标准差0.02），认知维度为3.00（标准差0.42），自主学习维度为2.22（标准差0.79）。
结论
沃尔特·西苏鲁大学辅导小组的表现受动机和认知因素的积极影响大于社会和自主学习因素。在培训辅导教师时应优先考虑社会维度，并向学生强调自主学习。辅导小组之外的讨论效率低下表明需要对这一活动进行批判性评估。
关键词
基于问题的学习；基于问题的课程；主动学习；医学教育；辅导小组；南非
