Kaufman D M, Holmes D B
Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.
Med Educ. 1996 Sep;30(5):371-7. doi: 10.1111/j.1365-2923.1996.tb00850.x.
This study examined teacher and student perceptions during the first 2 years of a complete transition from a conventional to a problem-based learning (PBL) curriculum at Dalhousie University. Teaching staff who had tutored in the two pre-clinical years (n = 88) completed a questionnaire at the end of the 1993-94 academic year, and student assessments of their tutors were collated for all nine units (n = 597). Seven research questions were addressed in the study which examined the faculty, student and administrative aspects of tutoring. The results showed that faculty tutors rated PBL more highly than traditional medical school methods on eight of the nine items. Teaching staff were very satisfied with their tutoring experience, but expressed a need for further training in group facilitation, questioning, handling 'difficult' situations and evaluating students. They reported that their workload outside tutorials was cut almost in half in their second year of tutoring. Students expected a tutor to be a skilled group facilitator who would guide them in their learning, while helping to maintain a positive group climate. They did not want the tutor to teach the content as they perceived the task of learning to be their responsibility. Several major administrative factors affected tutors' and students' perceptions of tutorials, including: changing tutorial group composition and tutor every 8-10 weeks; team tutoring; end-of-unit exam; conflicting demands of basic science 'vertical' units and ongoing 'horizontal' units; departmental budgetary requirements for basic medical education; recognition of tutoring in promotion and tenure decisions; and recruitment of tutors.
本研究考察了达尔豪斯大学从传统课程全面过渡到基于问题的学习（PBL）课程的头两年里教师和学生的看法。在两个临床前学年担任辅导教师的教职员工（n = 88）在1993 - 94学年末完成了一份问卷，并整理了所有九个单元中学生对其辅导教师的评价（n = 597）。该研究探讨了七个研究问题，涉及辅导的教师、学生和管理方面。结果显示，在九个项目中的八个项目上，教师辅导教师对PBL的评价高于传统医学院的方法。教职员工对他们的辅导经历非常满意，但表示需要在小组引导、提问、处理“困难”情况和评估学生方面接受进一步培训。他们报告说，在辅导的第二年，他们课外辅导的工作量几乎减半。学生期望辅导教师是一位熟练的小组引导者，能在他们的学习中给予指导，同时帮助营造积极的小组氛围。他们不希望辅导教师讲授内容，因为他们认为学习任务是自己的责任。几个主要的管理因素影响了辅导教师和学生对辅导课的看法，包括：每8 - 10周更换辅导小组组成和辅导教师；团队辅导；单元末考试；基础科学“纵向”单元和正在进行的“横向”单元的相互冲突的要求；基础医学教育的部门预算要求；在晋升和任期决定中对辅导工作的认可；以及辅导教师的招聘。
