Wardley C Sonia, Applegate E Brooks, Almaleki A Deyab, Van Rhee James A
C. Sonia Wardley, MA, is an adjunct associate professor in the Physician Assistant Department at Western Michigan University, Kalamazoo, Michigan. E. Brooks Applegate, PhD, is a professor in the Department of Education Leadership, Research, and Technology at Western Michigan University, Kalamazoo, Michigan. A. Deyab Almaleki, PhD, is an assistant professor of Evaluation Measurement and Research at Umm-Al Qura University, Mecca, Saudi Arabia. James A. Van Rhee, MS, PA-C, is the director and an associate professor for the Physician Assistant Online Program at the Yale University School of Medicine, New Haven, Connecticut.
J Physician Assist Educ. 2019 Mar;30(1):9-19. doi: 10.1097/JPA.0000000000000241.
The purpose of this research was to study the impact of students' personalities and 2 different learning environments-lecture-based learning (LBL) and problem-based learning (PBL)-on the stress perceived by 5 cohorts of physician assistant (PA) students.
Students rated their stress related to family obligations, financial concerns, schoolwork, relocation, and overall stress on 6 occasions over the course of the 2-year program. Personalities of students were assessed using the California Psychological Inventory 7 months into the program. Students' expectations and observations of their learning environments were measured using the PA School Learning Environment Survey at the beginning and end of the didactic year.
Personalities of LBL and PBL students were very similar, but LBL students who scored higher on the Independence concept were less stressed about their schoolwork. The LBL students, in general, were more discontented with their learning environment, but this finding was not related to higher schoolwork-related stress. In contrast, PBL students' personalities were not related to stress, and PBL students also rated some dimensions of their learning environment higher than they had expected. However, those PBL students who rated the PBL environment less favorably also reported higher schoolwork-related stress.
High stress perceived by LBL students was related to some personality concepts but not to the students' learning environment, despite their overall disappointment with that environment. The PBL students were more stressed by schoolwork, although their stress was not related to personality. Problem-based learning students, except for those most highly stressed, tended to rate their learning environment more favorably.
本研究旨在探讨学生个性以及两种不同学习环境——基于讲座的学习（LBL）和基于问题的学习（PBL）——对五组医师助理（PA）学生所感知压力的影响。
在为期两年的课程中，学生在六个不同时间点对与家庭责任、经济担忧、学业、搬迁及总体压力相关的压力程度进行评分。在课程进行7个月时，使用加利福尼亚心理问卷对学生的个性进行评估。在理论学年开始和结束时，使用PA学校学习环境调查问卷来衡量学生对其学习环境的期望和观察结果。
LBL和PBL学生的个性非常相似，但在独立性概念上得分较高的LBL学生对学业的压力较小。总体而言，LBL学生对其学习环境更不满意，但这一发现与较高的学业相关压力无关。相比之下，PBL学生的个性与压力无关，并且PBL学生对其学习环境某些方面的评分也高于他们的预期。然而，那些对PBL环境评价较低的PBL学生也报告了较高的学业相关压力。
LBL学生所感知到的高压力与某些个性概念有关，但与学生的学习环境无关，尽管他们对该环境总体上感到失望。PBL学生在学业上压力更大，尽管他们的压力与个性无关。除了压力最大的那些学生外，基于问题的学习学生往往对他们的学习环境评价更高。
