Iwatsuki Junko, Kondo Takeshi, Takahashi Noriyuki, Takami Hideki, Nishigori Hiroshi, Bustos-Villalobos Itzel, Aleksic Branko, Kasuya Hideki, Ban Nobutaro, Yagi Tetsuya, Skokauskas Norbert
International Collaboration Planning Center, Institute of International Education and Exchange, Nagoya University, Nagoya, Japan.
Present Affiliation is Office for International Education and Exchange, Faculty and Graduate School of Economics, Kobe University, Kobe, Japan.
Adv Med Educ Pract. 2021 Nov 16;12:1329-1335. doi: 10.2147/AMEP.S333958. eCollection 2021.
Japanese higher education institutions have long been striving for the globalization of medical education. Nagoya University (NU) adopted PBL as a means of enhancing intercultural awareness in globalizing medical education by working with the Norwegian University of Science and Technology (NTNU), Faculty of Medicine and Health Science, under the Trondheim NTNU-Nagoya (TroNa) partnership for mobility and internationalization of child and mental health studies. This study aims to assess students' attitudes towards PBL and to suggest future developments in this form of education by introducing common PBL scenarios experienced at NTNU and NU.
Two 90-minute PBL sessions were conducted at NU. Ten groups of medical students were formed, each consisting of up to 10 students, and students were asked to fill in a questionnaire developed to assess their understanding of, attitudes to and satisfaction with the classes. We investigated three different groups of questions on: NU medical students' general impressions of PBL; their impressions of PBL in child and adolescent psychiatry (CAP); and their impressions of PBL in specific case scenarios. Correlations between each of the questions from the three groups were evaluated using multivariate analysis.
Overall, a majority of the NU medical students were satisfied with PBL, while a small number preferred traditional lecture-style learning (5%). More than half of the students agreed that PBL increased their understanding and interest in CAP (53%), although some male students felt that the amount of time spent was insufficient (20.3%). Correlations were seen for students who thought that PBL enhanced their understanding of and interest in CAP. Regarding case scenarios, most students (82.5%) agreed that PBL helped them to develop clinical problem-solving skills.
The study found an overall positive attitude towards PBL, PBL in CAP and the specific PBL case scenario presented.
长期以来，日本高等教育机构一直在努力推动医学教育的全球化。名古屋大学（NU）与挪威科技大学（NTNU）医学与健康科学学院合作，在特隆赫姆NTNU-名古屋（TroNa）儿童与心理健康研究流动与国际化伙伴关系下，采用基于问题的学习（PBL）作为在医学教育全球化中增强跨文化意识的一种手段。本研究旨在通过介绍NTNU和NU共同经历的PBL案例，评估学生对PBL的态度，并为这种教育形式的未来发展提出建议。
在NU举办了两场90分钟的PBL课程。将医学生分成10组，每组最多10名学生，并要求学生填写一份问卷，以评估他们对课程的理解、态度和满意度。我们调查了三组不同的问题：NU医学生对PBL的总体印象；他们对儿童和青少年精神病学（CAP）中PBL的印象；以及他们对特定案例场景中PBL的印象。使用多变量分析评估三组中每个问题之间的相关性。
总体而言，大多数NU医学生对PBL感到满意，而少数学生更喜欢传统的讲座式学习（5%）。超过一半的学生同意PBL增加了他们对CAP的理解和兴趣（53%），尽管一些男学生认为花费的时间不足（20.3%）。认为PBL增强了他们对CAP的理解和兴趣的学生之间存在相关性。关于案例场景，大多数学生（82.5%）同意PBL帮助他们培养了临床问题解决能力。
该研究发现学生对PBL、CAP中的PBL以及所呈现的特定PBL案例场景总体持积极态度。
