Musal Berna, Taskiran Cahit, Kelson Ann
a Medical Education Department Dokuz Eylul University School of Medicine Turkey.
b Medical Education Department Southern Illinois University School of Medicine USA.
Med Educ Online. 2003 Dec;8(1):4345. doi: 10.3402/meo.v8i.4345.
The aim of this study is to determine the opinions of tutors and students about the effectiveness of Problem-based Learning in Dokuz Eylul University School of Medicine.
A questionnaire with a five-point Likert scale, with 1:minimum, 5;maximum, rating PBL effectiveness was administered in February and March of 2001 to tutors and students. Response rates of tutors and students were respectively 65.0% (130 out of 201) and 82.4% (346 out of 420). The reliability of the scale was high (Cronbach α= 0.90).
Ratings of tutors and students respectively on identified outcomes of PBL varied between 3.80-4.69 and 3.69-4.27 out of 5 points. Both groups gave high ratings to the areas of clinical reasoning, communication and problem solving and gave lower ratings to gaining basic science knowledge. Basic science tutors rated the areas of problem solving, gaining basic science knowledge and intrinsic motivation of students significantly higher than did clinical science tutors.
According to the results of this study, tutors and students opinions about PBL outcomes were similar to those previously reported in the literature. Both groups had positive opinions about PBL's effectiveness. As has been reported in other studies, tutors and students gave the lowest ratings to the area of gaining basic science knowledge. However, the ratings of basic science tutors were higher than those of clinical science tutors in this area. This may be due to preexisting beliefs of clinical science tutors regarding the effectiveness of PBL for teaching factual basic science knowledge.
本研究旨在确定多库兹艾吕尔大学医学院的导师和学生对基于问题的学习（PBL）有效性的看法。
2001年2月和3月，向导师和学生发放了一份采用五点李克特量表的问卷，1分为最低，5分为最高，用于评定PBL的有效性。导师和学生的回复率分别为65.0%（201人中的130人）和82.4%（420人中的346人）。该量表的信度较高（克朗巴赫α系数=0.90）。
导师和学生对PBL既定成果的评分，满分5分，分别在3.80 - 4.69分和3.69 - 4.27分之间。两组在临床推理、沟通和问题解决方面给予了较高评分，而在获取基础科学知识方面给予的评分较低。基础科学导师对学生问题解决、获取基础科学知识和内在动力方面的评分显著高于临床科学导师。
根据本研究结果，导师和学生对PBL成果的看法与文献中先前报道的相似。两组对PBL的有效性都持积极看法。正如其他研究报道的那样，导师和学生对获取基础科学知识方面的评分最低。然而，在这方面基础科学导师的评分高于临床科学导师。这可能是由于临床科学导师对PBL在教授事实性基础科学知识有效性方面先前存在的看法。
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