Erickson Shane, Serry Tanya Anne
a Discipline of Speech Pathology , La Trobe University , Melbourne , Australia.
Int J Speech Lang Pathol. 2016 Feb;18(1):97-107. doi: 10.3109/17549507.2015.1089936. Epub 2015 Dec 4.
This qualitative study investigated the learning process for speech-language pathology (SLP) students engaging in a problem-based learning (PBL) curriculum and compared the perspectives of students from two pathways.
Sixteen final-year SLP students participated in one of four focus groups. Half the participants entered the course directly via an undergraduate pathway and the other half entered via a graduate entry pathway. Each focus group comprised two students from each pathway. Data were generated via a semi-structured interview and analysed thematically.
Regardless of participants' pathway, many similar themes about factors that influenced their expectations prior to PBL commencing as well as their actual PBL experiences were raised. Participants believed that PBL was a productive way to learn and to develop clinical competencies. Many were critical of variations in PBL facilitation styles and were sensitive to changes in facilitators. The majority of participants viewed experiential opportunities to engage in PBL prior to commencement of semester as advantageous.
Combining students with different backgrounds has many advantages to the PBL learning process. Regardless of prior experiences, all students must be sufficiently prepared. Furthermore, the facilitator has a crucial role with the potential to optimise or detract from the learning experience.
本定性研究调查了言语语言病理学（SLP）专业学生参与基于问题的学习（PBL）课程的学习过程，并比较了来自两种途径的学生的观点。
16名SLP专业最后一年的学生参加了四个焦点小组中的一个。一半的参与者通过本科途径直接进入课程，另一半通过研究生入学途径进入。每个焦点小组由来自每种途径的两名学生组成。通过半结构化访谈收集数据并进行主题分析。
无论参与者的途径如何，都提出了许多关于在PBL开始之前影响他们期望的因素以及他们实际的PBL经历的相似主题。参与者认为PBL是一种有效的学习方式和培养临床能力的途径。许多人批评PBL促进方式的差异，并对促进者的变化很敏感。大多数参与者认为在学期开始前参与PBL的体验机会是有益的。
将不同背景的学生组合在一起对PBL学习过程有很多好处。无论之前的经历如何，所有学生都必须做好充分准备。此外，促进者起着至关重要的作用，有可能优化或损害学习体验。
