Kaufman D M, Mann K V
Division of Medical Education, Dalhousie University Faculty of Medicine, Halifax, Nova Scotia, Canada.
Acad Med. 1996 Oct;71(10):1096-9. doi: 10.1097/00001888-199610000-00018.
To compare the attitudes of students in a new problem-based learning (PBL) medical curriculum and in the previous conventional curriculum after the second curriculum year, prior to the clinical clerkships. The authors hypothesized that the PBL students would have more favorable attitudes toward their learning environment, social issues in medicine, and their curriculum.
The students in the classes of 1995 (conventional curriculum) and 1996 (PBL curriculum) at the Dalhousie University Faculty of Medicine were asked to complete two main questionnaires and a few additional items that measure attitudes. The admission variables of the two classes were equivalent. Their attitude ratings were compared using t-tests.
Response rates averaged 87% (73 of 84 students) and 68% (57 of 84) for the PBL and conventional classes, respectively. The students in the PBL class had more positive attitudes toward their learning environment on the subscales for enthusiasm and authoritarianism (i.e., they rated their curriculum more favorably for democratic decision making); they were less positive on the student-interaction subscale. No significant difference emerged between the two classes on any subscale for attitudes about social issues in medicine. The PBL students reported more positive attitudes toward their curriculum.
The study results support the superiority of the PBL curriculum regarding the students' attitudes toward their medical education.
比较在新的基于问题的学习（PBL）医学课程体系下的学生与之前传统课程体系下的学生在课程第二年、临床实习前的态度。作者假设PBL课程体系下的学生对其学习环境、医学中的社会问题以及课程会持有更积极的态度。
达尔豪斯大学医学院1995级（传统课程体系）和1996级（PBL课程体系）的学生被要求完成两份主要问卷以及一些用于测量态度的附加项目。两个班级的入学变量相当。使用t检验比较他们的态度评分。
PBL课程班级和传统课程班级的回复率分别平均为87%（84名学生中的73名）和68%（84名中的57名）。PBL课程班级的学生在热情和专制主义子量表上对其学习环境持有更积极的态度（即，他们对课程在民主决策方面的评价更高）；在学生互动子量表上则没那么积极。在医学中社会问题态度的任何子量表上，两个班级之间均未出现显著差异。PBL课程班级的学生对其课程表现出更积极的态度。
研究结果支持PBL课程体系在学生对医学教育的态度方面具有优越性。
