Terashita Takayoshi, Tamura Naomi, Kisa Kengo, Kawabata Hidenobu, Ogasawara Katsuhiko
Faculty of Health Sciences, Hokkaido University, Kitaku N12 W5, Sapporo, Hokkaido, 060-0821, Japan.
Graduate School of Health Sciences, Hokkaido University, Kitaku N12 W5, Sapporo, Hokkaido, 060-0821, Japan.
BMC Med Educ. 2016 Sep 5;16(1):236. doi: 10.1186/s12909-016-0753-7.
Knowledge and skill expected of healthcare providers continues to increase alongside developments in medicine and healthcare. Problem-based learning (PBL) is therefore increasingly necessary in training courses for radiological technologists. However, it is necessary to evaluate the effects of PBL to completely introduce it in our education programs. As a Hypothesis, it seems that a change occurs in the student's attitudes by participating in PBL practical training. There is the Semantic Differential (SeD) technique as a method to identify student's attitudes. We conceived that PBL could be appropriately evaluated by using SeD technique. In this paper, we evaluated PBL for plain radiography practical training using the SeD technique.
Thirty-eight third-year students studying radiological technology participated. PBL was introduced to practical training in plain radiography positioning techniques. Five sessions lasting 5 h each were delivered over a 5-week period during November to December 2012. The clinical scenario was an emergency case with multiple trauma requiring plain radiography. Groups comprising approximately eight students created workflows for trauma radiography with consideration of diagnostic accuracy and patient safety. Furthermore, students groups conducted plain radiography on a patient phantom according to created workflows and were then guided by feedback from professional radiologists. All students answered SeD questionnaires to assess views on plain radiography before instruction to provide preliminary practical training reports and after completing practical training.
The factors were identified using factor analysis of the questionnaires, which were answered before and after each practical training session. On evaluation of the relationships between factors and question items according to factor loading, we identified "reluctance", "confidence", and "exhaustion" as the predominant attitudes before practical training. Similarly, we identified "expectation", "self-efficacy", and "realness" as the predominant attitudes after practical training. The attitudes toward plain radiography changed before and after PBL practical training.
The attitude of self-efficacy was noted after practical training, which incorporated PBL. Student self-efficacy was thought to increase through self-directed learning, which is one of the aims of PBL. Although the influences of other lectures and training, which were performed in parallel with the PBL practice training, were not completely excluded, and although the number of study participants was small, we were able to confirm the effects of PBL.
随着医学和医疗保健的发展，对医疗服务提供者的知识和技能要求不断提高。因此，基于问题的学习（PBL）在放射技师培训课程中变得越来越必要。然而，有必要评估PBL的效果，以便将其全面引入我们的教育计划。作为一种假设，参与PBL实践培训似乎会使学生的态度发生变化。语义差异（SeD）技术是一种识别学生态度的方法。我们设想可以使用SeD技术对PBL进行适当评估。在本文中，我们使用SeD技术对普通X线摄影实践培训中的PBL进行了评估。
38名放射技术专业三年级学生参与其中。PBL被引入到普通X线摄影定位技术的实践培训中。在2012年11月至12月的5周时间内，共进行了5次课程，每次持续5小时。临床场景是一个需要普通X线摄影的多发伤急诊病例。由大约8名学生组成的小组在考虑诊断准确性和患者安全的情况下，制定了创伤X线摄影的工作流程。此外，学生小组根据制定的工作流程对模拟患者进行普通X线摄影，然后接受专业放射科医生的反馈指导。所有学生在提供初步实践培训报告之前和完成实践培训之后，都回答了SeD问卷，以评估对普通X线摄影的看法。
通过对每次实践培训前后回答的问卷进行因子分析来确定相关因素。根据因子载荷评估因素与问题项之间的关系时，我们确定“不情愿”“自信”和“疲惫”是实践培训前的主要态度。同样，我们确定“期望”“自我效能感”和“真实感”是实践培训后的主要态度。PBL实践培训前后，学生对普通X线摄影的态度发生了变化。
在纳入PBL的实践培训后，观察到了自我效能感的态度。学生的自我效能感被认为通过自主学习得到了提高，这是PBL的目标之一。尽管不能完全排除与PBL实践培训同时进行的其他讲座和培训的影响，并且尽管研究参与者的数量较少，但我们能够证实PBL的效果。
