医学生对基于问题的学习的态度及其与控制点和学业自我概念的关系。
Attitude towards problem-based learning and its relationship with locus of control and academic self-concept among medical students.
作者信息
Abdalla Mona Mohamed Ibrahim, Abdelal Mahmoud Said, Soon Siew Choo
机构信息
Department of Physiology, Faculty of Medicine, MAHSA University, Jenjarom, Malaysia.
Department of Psychology, International Academy of Achievement, Cyberjaya, Malaysia.
出版信息
Korean J Med Educ. 2019 Mar;31(1):11-18. doi: 10.3946/kjme.2019.114. Epub 2019 Mar 1.
PURPOSE
This study aimed to assess the degree of acceptance of problem-based learning (PBL) among phase one medical students and its association with academic self-concept (ASC) and internal locus of control (ILOC).
METHODS
A 5-point Likert scale valid and reliable questionnaire assessing the attitude towards PBL, ASC, and ILOC was given to phase one medical students at MAHSA University. Data were analysed using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).
RESULTS
Out of 255 participants, there were 84 males and 171 females, 175 Malaysians and 80 non-Malaysians. The results showed an overall acceptance of PBL with a mean of 3.7±0.07, ASC of 3.5±0.05 and ILOC of 2.9±0.05. Females showed a higher significant acceptance of PBL, ASC, and ILOC as compared with males. There was no difference between Malaysians and non-Malaysians in any of the variables measured. Simple regression analysis revealed a significant predictive effect of acceptance of PBL on ASC and ILOC (r=0.44 and r=0.88, respectively).
CONCLUSION
The higher the acceptance of PBL among students, the higher is the ASC and ILOC. This reflects the importance of PBL as a teaching method as well as the importance of increasing the level of appreciation of PBL amongst students.
目的
本研究旨在评估一年级医学生对基于问题的学习（PBL）的接受程度及其与学术自我概念（ASC）和内控点（ILOC）的关联。
方法
向玛莎大学的一年级医学生发放一份采用5点李克特量表的有效且可靠的问卷，以评估他们对PBL、ASC和ILOC的态度。使用IBM SPSS 22.0版软件（美国纽约州阿蒙克市IBM公司）对数据进行分析。
结果
255名参与者中，有84名男性和171名女性，175名马来西亚人及80名非马来西亚人。结果显示，对PBL的总体接受度平均为3.7±0.07，ASC为3.5±0.05，ILOC为2.9±0.05。与男性相比，女性对PBL、ASC和ILOC的接受度显著更高。在任何测量变量上，马来西亚人和非马来西亚人之间均无差异。简单回归分析显示，对PBL的接受度对ASC和ILOC有显著的预测作用（r分别为0.44和0.88）。
结论
学生对PBL的接受度越高，ASC和ILOC就越高。这反映了PBL作为一种教学方法的重要性，以及提高学生对PBL认可度的重要性。
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