Rand J S, Baglioni A J
University of Queensland, Department of Companion Animal Medicine and Surgery.
Aust Vet J. 1997 Feb;75(2):120-5. doi: 10.1111/j.1751-0813.1997.tb14171.x.
To assess students' perceptions of subject-based problem-based learning in the fourth year of the veterinary science course at the University of Queensland.
A questionnaire-based study.
Subject-based problem-based learning was introduced into parts of two fourth year subjects in a 5-year veterinary science course. The problem-based learning exercise used modified clinical cases and was computer-assisted. Students worked in groups of two to four, and small group discussion sessions were tutorless. Lectures were replaced by large group discussion and feedback sessions, led by the teacher, with approximately 85 students.
There was a significant increase in the percentage of students who strongly agreed that they had better understanding of the subject, and had learned to apply principles from this class in new situations. The only consistent criticism by students was directed at the extra time required compared to traditional lecture-based subjects.
Students' perceptions of the learning outcome were very favourable for problem-based learning when compared to the lecture-based subject.
评估昆士兰大学兽医学课程四年级学生对基于学科的问题式学习的看法。
一项基于问卷调查的研究。
在一个为期5年的兽医学课程中，基于学科的问题式学习被引入到两个四年级学科的部分内容中。问题式学习练习使用了经过修改的临床病例，并借助计算机辅助。学生们分成两到四人的小组进行学习，小组讨论环节没有导师指导。讲座被由教师主持的大约85名学生参与的大组讨论和反馈环节所取代。
强烈认同自己对该学科有了更好的理解并且学会在新情况下应用该课程原理的学生比例显著增加。学生们唯一一致的批评意见是，与传统的基于讲座的学科相比，这种学习方式需要额外的时间。
与基于讲座的学科相比，学生们对基于问题式学习的学习成果看法非常积极。
