Vernon D T
Department of Family and Community Medicine, University of Missouri-Columbia School of Medicine.
Acad Med. 1995 Mar;70(3):216-23. doi: 10.1097/00001888-199503000-00013.
There has been little systematic attention to the opinions of faculty in evaluating problem-based learning (PBL). The purpose of this report is to describe the attitudes and opinions of tutors in PBL programs about the relative merits of PBL and traditional medical education, and to examine the influences of selected variables on these attitudes.
Questionnaires containing both Likert-type and open-ended questions were sent to 1,287 faculty members who had served as PBL tutors at 22 U.S. and Canadian medical schools during the 1992-93 academic year. All schools with identifiable PBL programs (broadly defined) were included in the survey.
The overall response rate was 69% (882 of 1,287). As a group, the respondents were experienced in both PBL and traditional curricula, with an average of 3.75 years of experience in the former and 11.41 years of experience in the latter. Regarding both their overall attitudes and their opinions about seven of nine specific areas, the respondents evaluated PBL more positively than traditional methods. This was especially evident in the ratings of student interest and enthusiasm, faculty interest and enthusiasm, the respondents' personal satisfaction, student reasoning, and preparation for clinical rotations. The two methods were judged to be approximately equally efficient for learning. Traditional methods were judged to be superior for teaching factual knowledge of basic sciences. PBL was particularly popular with faculty in PBL-track programs, with faculty in both the newest and the oldest PBL programs, and with faculty in either primary care or "nontraditional" specialties.
The findings confirm and extend the picture of PBL strengths and weaknesses that can be derived from prior anecdotal program descriptions and small sample studies. Experienced faculty seem to prefer PBL in most respects, although they have some serious reservations. The present findings also agree with prior outcome studies of PBL, suggesting that the most strongly held faculty opinions may have a factual basis.
在评估基于问题的学习（PBL）时，很少有系统地关注教师的意见。本报告的目的是描述PBL项目中导师对PBL和传统医学教育相对优点的态度和意见，并研究选定变量对这些态度的影响。
向1992 - 93学年在美国和加拿大22所医学院担任PBL导师的1287名教师发送了包含李克特式和开放式问题的问卷。所有具有可识别PBL项目（广义定义）的学校都纳入了调查。
总体回复率为69%（1287人中的882人）。作为一个群体，受访者在PBL和传统课程方面都有经验，前者平均有3.75年经验，后者平均有11.41年经验。关于他们的总体态度以及对九个特定领域中七个领域的意见，受访者对PBL的评价比传统方法更积极。这在学生兴趣和热情、教师兴趣和热情、受访者个人满意度、学生推理以及临床轮转准备等方面的评分中尤为明显。两种方法在学习效率方面被认为大致相同。传统方法在基础科学事实知识教学方面被认为更优越。PBL在PBL轨道项目的教师、最新和最旧PBL项目的教师以及初级保健或“非传统”专业的教师中特别受欢迎。
研究结果证实并扩展了从先前的轶事性项目描述和小样本研究中得出的PBL优缺点情况。经验丰富的教师在大多数方面似乎更喜欢PBL，尽管他们也有一些严重的保留意见。目前的研究结果也与先前关于PBL的结果研究一致，表明教师最强烈持有的意见可能有事实依据。
