O'Hanlon A, Winefield H, Hejka E, Chur-Hansen A
Department of Psychiatry, University of Adelaide, South Australia.
Med Educ. 1995 May;29(3):198-204. doi: 10.1111/j.1365-2923.1995.tb02830.x.
A trial of problem-based learning (PBL) was conducted with first-year undergraduate medical students who had no background knowledge of behavioural science and who included a substantial proportion with a first language other than English. Responses to standardized and open-ended evaluation questions showed greater variability and there was no clear preference for PBL over traditional methods. Students found the PBL exercise time-consuming and felt they needed more guidance. Feedback from clinicians and working in groups were seen as positive aspects of the exercise. Students with a first language other than English reported that language, but not cultural background, was an impediment to effective participation. It is recommended that this group of students be offered extra support for PBL in a subject-based setting, and that all students would benefit from a formal induction session.
对没有行为科学背景且很大一部分人的母语不是英语的本科一年级医学生进行了基于问题的学习（PBL）试验。对标准化和开放式评估问题的回答显示出更大的变异性，并且没有明确表明PBL比传统方法更受青睐。学生们发现PBL练习耗时，并且觉得他们需要更多指导。临床医生的反馈和小组合作被视为该练习的积极方面。母语不是英语的学生报告称，语言而非文化背景是有效参与的障碍。建议在基于学科的环境中为这组学生提供PBL额外支持，并且所有学生都将从正式的入门课程中受益。
