Arand J U, Harding C G
J Allied Health. 1987 Feb;16(1):7-17.
The purpose of this study was to examine how two aspects of teaching, mastery of content and problem solving, could be linked in a curricular framework. A professional educational program in physical therapy which had been developed to teach both content and problem solving was evaluated. The subjects for the study were 81 students in a baccalaureate program in a Midwestern medical school who participated in this problem-solving curriculum. The primary assessment instrument used was the Watson-Glaser Critical Thinking Appraisal. Findings indicated that performance on a test of critical thinking was affected by the curriculum. Regression analysis indicated that one course designed as an introduction to problem solving was significantly related to changes in problem-solving skill scores. Although significant change in the test scores did occur, these changes were not evident until the completion of the year-long program. Differing effects for lecture and field experience (or patient care) courses were not observed, and traditional measures such as grade point averages had no statistical relationship to problem-solving skill scores.
本研究的目的是探讨教学的两个方面，即内容掌握和问题解决，如何在课程框架中联系起来。对一个旨在教授内容和问题解决的物理治疗专业教育项目进行了评估。该研究的对象是中西部一所医学院本科项目中的81名学生，他们参与了这个问题解决课程。使用的主要评估工具是沃森-格拉泽批判性思维评估。研究结果表明，批判性思维测试的成绩受到课程的影响。回归分析表明，一门作为问题解决导论设计的课程与问题解决技能分数的变化显著相关。虽然考试成绩确实发生了显著变化，但直到为期一年的项目结束这些变化才明显。未观察到讲座课程和实地经验（或患者护理）课程的不同效果，平均绩点等传统指标与问题解决技能分数没有统计关系。
