Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
Department of Family Medicine and Public Health Sciences, Wayne State University, Detroit, MI, United States.
Curr Pharm Teach Learn. 2021 Feb;13(2):109-115. doi: 10.1016/j.cptl.2020.05.014. Epub 2020 Jun 17.
The objective of this project was to evaluate the effect of adjusting the solution reporting phase of problem-based learning (PBL) while keeping core components of the pedagogy constant.
A PBL course for third year pharmacy students changed delivery of the problem solution from a written format to a verbal defense. Comparisons were made between the written format and verbal defense groups. The primary outcome was the change in the motivation domain of the Motivated Strategies for Learning Questionnaire (MSLQ). Secondary outcomes included evaluation of the learning strategies domain of the MSLQ, changes in MSLQ scores within each group, exam scores, and themes identified using focus groups.
There was no difference in the change of motivation and learning domains between the groups. However, scores in both groups increased significantly from the beginning to the end of the semester for both motivation and learning. There was no difference in exam scores and facilitator confidence between groups. Themes from focus groups who used the written format were appreciation of PBL outcomes, discomfort with the pedagogy, and disconnect of assessments. Themes from the verbal format group were realism, increased confidence, and comments with course logistics.
No difference in motivation and learning was observed between the groups, although both groups improved over the course of the semester. Changes to PBL approach within the confines of the pedagogy may not impact motivation and learning.
本项目的目的是评估在保持以问题为基础的学习（PBL）核心教学法不变的情况下，调整解决方案报告阶段对其效果的影响。
为三年级药学学生开设的 PBL 课程将问题解决方案的交付方式从书面形式改为口头辩护。对书面形式和口头辩护小组进行了比较。主要结果是学习策略问卷（MSLQ）中动机领域的变化。次要结果包括 MSLQ 学习策略领域的评估、每个小组内 MSLQ 分数的变化、考试成绩以及使用焦点小组确定的主题。
两组之间在动机和学习领域的变化没有差异。然而，两个小组的动机和学习得分都从学期开始到结束显著增加。两组的考试成绩和辅导员信心没有差异。使用书面形式的焦点小组的主题是对 PBL 结果的欣赏、对教学法的不适应以及评估的脱节。口头形式组的主题是现实性、信心增强和对课程后勤的评论。
两组之间在动机和学习方面没有观察到差异，尽管两个小组在整个学期都有所提高。在教学法范围内对 PBL 方法进行更改可能不会影响动机和学习。
