Cariaga-Lo L D, Richards B F, Hollingsworth M A, Camp D L
Office of Educational Research & Services, Bowman Gray School of Medicine of Wake Forest University, Winston-Salem, NC 27157, USA.
Med Educ. 1996 May;30(3):179-86. doi: 10.1111/j.1365-2923.1996.tb00740.x.
The effectiveness of problem-based learning (PBL) versus lecture-based learning (LBL) continues to be debated all over the world. These arguments have often been based on students' cognitive measures of performance. Little emphasis has been placed on non-cognitive factors that may directly or indirectly affect the medical school performance of students in either curriculum. The purpose of this study was to (1) document possible differences in student cognitive and non-cognitive characteristics at entry between the two curricula and (2) to explore the relationships that exist between cognitive and non-cognitive factors. Data were obtained from three medical school classes (n = 281). The results indicate that students who entered the PBL curriculum at this medical school had higher total Medical College Admission Test and undergraduate grade point average than students who entered the LBL curriculum. Students who entered the PBL curriculum were also more self-sufficient and were more likely to do well in individualistic and less structured settings. There were no strong correlations between cognitive and non-cognitive variables. Before conclusions can be drawn about the effectiveness of either PBL or LBL curricula, we need to document patterns in entry characteristics to control for a priori differences that affect student performance.
基于问题的学习（PBL）与基于讲座的学习（LBL）的有效性在全球范围内仍存在争议。这些争论往往基于学生的认知表现衡量标准。对于可能直接或间接影响两种课程体系中学生医学院学业表现的非认知因素，人们关注较少。本研究的目的是：（1）记录两种课程体系入学时学生认知和非认知特征的可能差异；（2）探索认知因素与非认知因素之间存在的关系。数据来自三届医学院班级（n = 281）。结果表明，这所医学院进入PBL课程体系的学生，其医学院入学考试总分和本科平均绩点高于进入LBL课程体系的学生。进入PBL课程体系的学生也更具独立性，并且在个人主义和结构化程度较低的环境中更有可能取得良好成绩。认知变量与非认知变量之间没有强相关性。在得出关于PBL或LBL课程体系有效性的结论之前，我们需要记录入学特征模式，以控制影响学生表现的先验差异。
