問題導向數位學習在影像論斷學課程之應用

Problem-Based Electronic Learning (PBeL) Incorporated with Subject-Based Learning (SBL) in Implementing a Diagnostic Radiology Curriculum

10.6145/jme.200406_8(2).0002

陳榮邦(Wing P. Chan)

影像診斷學 ； 網路 ； 醫學教育 ； 問題導向學習 ； diagnostic radiology ； internet ； medical education ； problem-based learning (PBL)

Journal of Medical Education

8卷2期（2004 / 06 / 01）

135 - 146

繁體中文

目的：我们嘗試結合網路進行問題導向式學习(PBeL)與傅統課堂授課(SBL)應用於醫學系影像診斷學課程的大班教學，本文的目的主要是評估這種教學模式的成效。方法：自2002年2月至6月共154名醫學系四年級學生修习影像診斷學，依座號分成15小組，每組負責一個指定專題，並且以網路留言版的方式進行小組討論，包括與同組組員、不同組組員及導師討讑。該專題在指定時間討論結束後，每組選一名組长在課堂報告該組的問題解答過程。最後一堂課發出154份問卷，問卷採用Likert-type scale及開放式建議，結果使用SPSS分析。結果：問卷有效回收152份，學生表示對參與小組討論有興趣的佔81.6%，認为小組討論課前準備吃力的佔34.2%。整體課程平均每星期準備時間2小時以下的佔36.8%，2-4小時的佔43.3%。另外，比較修課前後對本課程的興趣，由課前的57.9%提高至71.1%。結論：在有限的人力與空間資源下，以網路方式進行問題導向式學习結合傅統課堂授課的方式是值得進一步的研究與推行。

Purpose: An attempt to incorporate problem-based learning (PBL) with subject-based learning (SBL) in implementing a diagnostic radiology curriculumin a large class was carried out through a web-based approach (problem-based electronic learning, PBeL) in our school. The aim of this study was to assess the outcomes of using the web tool as a solution for large-class PBL implementation. Methods: Between February and June 2002,154 fourth-year students were required to participate in a small-group learning activity in the diagnostic radiology curriculum. All students were divided into 15 groups; a peer facilitator was elected in each group. Online discussion forums (MyTMU [website] URL:http://my.tmu.edu.tw) were available for communication between group members, with other group sand with the tutor. Members of each group were required to discuss and solve a specific medical problem assigned by the tutor on the web site; the group facilitator was then required to present the process of solution in the class after a full discussion on the web with their group members. Finally, 154 anonymous surveys were distributed in the last class after the 20 weeks of the curricular time frame. The questionnaires used a Likert-type scale along with open-ended-ed comments. Results were analyzed by SPSS 11.0 for Windows. Results: 152 surveys were collected. These showed that 81.6% of students were interested in the small-group discussion activities. Interest in the diagnostic radiology course changed from 57.9% before to 71.1% after the PBeL implementation. Some students (34.2%) complained of overload: 36.8% and 43.4% of students spent＜2 and 2-4 hours a week in this course, respectively. Conclusion: Most students were satisfied with the PBeL. The results also showed high motivation to join group discussion. Workload remained a major concern of the students. PBeL with SBL curricula can be successfully implemented in a large class.

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