Vernon D T, Hosokawa M C
Department of Family and Community Medicine, University of Missouri-Columbia School of Medicine 65212, USA.
Acad Med. 1996 Nov;71(11):1233-8. doi: 10.1097/00001888-199611000-00020.
Systematic research on faculty attitudes toward problem-based learning (PBL) has focused exclusively on the opinions of tutors. The purpose of the present study was to examine the attitudes of faculty at a single medical school who either (1) did not participate in the first year of a new PBL curriculum or (2) participated in ways other than as PBL tutors.
In 1993-94, at the end of the first year of a new PBL curriculum, a questionnaire used in an earlier, larger study of PBL tutors was sent to all 494 faculty at the University of Missouri-Columbia School of Medicine.
The response rate was better for participants (76%, 115 of 151) than for non-participants (28%, 96 of 343). Overall, nonparticipants judged the new curriculum to be approximately equal to the "old" curriculum that preceded it. In contrast, participants were significantly more positive and judged the new PBL curriculum to be superior in most respects. For both groups the new curriculum received its highest ratings in the areas of student interest, clinical preparation, and medical reasoning and its lowest ratings in the teaching of factual knowledge in the basic sciences and efficiency of learning. The attitudes of participating faculty varied with their teaching roles in the new curriculum. Those whose primary roles were as PBL tutors or as leaders of other small discussion groups were more favorable to the new curriculum than those who primarily served as lecturers. Faculty who served in several different roles were more positive than faculty who served in only one role. There were also plausible qualitative differences among the teaching-role groups in what they liked and disliked about the new curriculum.
In general, the attitudes and opinions of the faculty varied with the degrees and types of participation in the new curriculum. The attitudes and opinions of faculty with different teaching roles were plausibly related to differences in these roles. The opinions of the faculty about the strengths and weaknesses of PBL that emerged in this survey are much like those found in prior research. In addition, student performances on Step 1 of the United States Medical Licensing Examination suggest that the faculty may have underestimated the value of the new PBL curriculum for helping students acquire factual knowledge in the basic sciences.
关于教师对基于问题的学习（PBL）态度的系统性研究仅聚焦于导师的意见。本研究的目的是调查一所医学院校中那些（1）未参与新PBL课程第一年教学的教师，以及（2）以非PBL导师身份参与教学的教师的态度。
1993 - 1994年，在新PBL课程第一年结束时，一份曾用于对PBL导师进行的一项规模更大的早期研究中的问卷，被发送给了密苏里大学哥伦比亚分校医学院的所有494名教师。
参与者的回复率（76%，151人中有115人）高于未参与者（28%，343人中有96人）。总体而言，未参与者认为新课程与之前的“旧”课程大致相当。相比之下，参与者的态度明显更为积极，认为新的PBL课程在大多数方面更优越。对于两组教师来说，新课程在学生兴趣、临床准备以及医学推理方面获得的评分最高，而在基础科学事实性知识教学和学习效率方面获得的评分最低。参与教学的教师的态度因其在新课程中的教学角色而异。那些主要担任PBL导师或其他小型讨论组组长的教师比主要担任讲师的教师对新课程更支持。担任多种不同角色的教师比只担任一种角色的教师态度更积极。在对新课程的喜欢和不喜欢方面，不同教学角色组之间也存在看似合理的质性差异。
总体而言，教师的态度和意见因参与新课程的程度和类型而异。不同教学角色的教师的态度和意见可能与这些角色的差异有关。本次调查中教师对PBL优缺点的看法与先前研究中的发现非常相似。此外，学生在美国医师执照考试第一步的成绩表明，教师可能低估了新PBL课程在帮助学生获取基础科学事实性知识方面的价值。
