基于问题的学习驱动课程与传统讲授式课程的比较。
Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula.
作者信息
Zahid Muhammad A, Varghese Ramani, Mohammed Ahmed M, Ayed Adel K
机构信息
Department of Psychiatry, Health Sciences Center, Kuwait University, Kuwait.
Assessment Office, Health Sciences Center, Kuwait University, Kuwait.
出版信息
Int J Med Educ. 2016 Jun 12;7:181-7. doi: 10.5116/ijme.5749.80f5.
OBJECTIVE
To compare the Problem-based learning (PBL) with the traditional lecture-based curricula.
METHODS
The single best answer Multiple Choice Questions (MCQ) and the Objective Structured Clinical Examination (OSCE) were used to compare performance of the lecture-based curriculum with the PBL medical student groups. The reliability for the MCQs and OSCE was calculated with Kuder-Richardson formula and Cronbach's alpha, respectively. The content validity of the MCQs and OSCE were tested by the Independent Subject Experts (ISE). The Student's t-test for independent samples was used to compare the item difficulty of the MCQs and OSCE's, and the Chi-square test was used to compare the grades between the two student groups.
RESULTS
The PBL students outperformed the old curriculum students in overall grades, theoretical knowledge base (tested with K2 type MCQs) and OSCE. The number of the PBL students with scores between 80-90% (grade B) was significantly (p=0.035) higher while their number with scores between 60 to 69% (grade C) was significantly p=0.001) lower than the old curriculum students. Similarly, the mean MCQ and the OSCE scores of the new curriculum students were significantly higher (p = 0.001 and p = 0.025, respectively) than the old curriculum students. Lastly, the old curriculum students found the K2-MCQs to be more (p = 0.001) difficult than the single correct answer (K1 type) MCQs while no such difference was found by the new curriculum students.
CONCLUSIONS
Suitably designed MCQs can be used to tap the higher cognitive knowledge base acquired in the PBL setting.
目的
比较基于问题的学习（PBL）与传统的以讲座为主的课程体系。
方法
采用单项最佳答案选择题（MCQ）和客观结构化临床考试（OSCE）来比较以讲座为主的课程体系的医学生群体与基于问题的学习课程体系的医学生群体的表现。分别使用库德-理查森公式和克朗巴哈系数计算选择题和客观结构化临床考试的信度。由独立的学科专家（ISE）测试选择题和客观结构化临床考试的内容效度。使用独立样本的学生t检验比较选择题和客观结构化临床考试的题目难度，使用卡方检验比较两个学生群体的成绩。
结果
基于问题的学习课程体系的学生在总成绩、理论知识基础（用K2型选择题测试）和客观结构化临床考试方面表现优于传统课程体系的学生。成绩在80%-90%（B级）之间的基于问题的学习课程体系的学生数量显著多于（p = 0.035）传统课程体系的学生，而成绩在60%-69%（C级）之间的基于问题的学习课程体系的学生数量显著少于（p = 0.001）传统课程体系的学生。同样，新课程体系学生的选择题和客观结构化临床考试的平均成绩显著高于（分别为p = 0.001和p = 0.025）传统课程体系的学生。最后，传统课程体系的学生认为K2型选择题比单项正确答案（K1型）选择题更难（p = 0.001），而新课程体系的学生未发现这种差异。
结论
设计合理的选择题可用于考查在基于问题的学习环境中获得的更高层次的认知知识基础。
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