Student Generated Learning Objectives: Extent of Congruence with Faculty Set Objectives and Factors Influencing Their Generation

學生主導之學習目標與教師主導目標的一致性及其影響因素

10.6145/jme.200506_9(2).0001

Azila N. M. A.；Tan C. P. L.；Sim S. M.

problem-based learning ； faculty-set objectives ； identified objectives ； twin cases

Journal of Medical Education

9卷2期（2005 / 06 / 01）

113 - 120

英文

Background and Purpose: Problem-based learning was introduced into our New Integrated Curriculum at the Faculty of Medicine, University of Malaya, in 1999. Problems are constructed where faculty-set objectives are expected to be identified by students, facilitated by a tutor. Working in small groups the students define their learning objectives. The aim of this study was to determine the extent of congruence and factors that influenced students' ability at identifying faculty-set objectives. Methods: This study was based on ”twin” problems given to high school entry-level medical students in year Ⅰ of the academic session 2003/2004. Students in Phase/Year Ⅰ were randomly allocated into 28 groups. The 28 groups were assigned to two subgroups and were given similar cases (twin cases, i.e. cases with the same set of intended learning objectives) to work on. Overall objectives identified by student groups were compared with the faculty-set objectives. Comparative attainment of the objectives derived between the ”twin” cases used were also studied. The pooled objectives of these cases were classified into two categories: biological and psychosocial-population issues. Results: The overall objectives generated by the groups of students were approximately 70-90% of intended objectives for each of the problems. Students identified learning objectives on biological issues more readily than psychosocial-population issues. Similar learning objectives seemed to be identified by the two groups of students even though the scenarios were different in the ”twin” cases. Conclusion: This suggests that different scenarios can lead to similar learning objectives being identified, provided the key trigger narratives are appropriate.

1. Tan CPL,Azila NMA,Sim SM(2002).Improving the quality of problem-based learning cases in the Faculty of Medicine, University of Malaya.J Med Educ,6(1),91-94.
   連結：
2. Website for the Faculty of Health Sciences
3. Azila NMA,Tay LK,Supramaniam K(2001).PBL tutorials: influence of attitude on its outcome from students` and tutors` perspectives.Proceedings of the 3rd Asia Pacific Conference on Problem Based Learning.
4. Barrows H,Tamblyn R(1980).Problem-based learning: An approach to medical education.New York:Springer.
5. Boud D,Feletti G(1992).The challenge of problem-based learning.London, UK:Kogan Page.
6. Dolmans D,Snellen-Balendong H(2000).A series in Problem-based medical education.Netherlands:Maastricht University.
7. Dolmans DHJM,Snellen-Balendong H,Wolfhagen IHAP(1997).Seven design principles of effective case design for a problem-based curriculum.Med Teacher,19(3),185-189.
8. Kaufman A(1985).Implementing problem-based medical education: Lessons from successful innovations.New York:Springer.
9. Schmidt HG,Moust JHC(2000).Problem-based Learning: A research perspective on interactions.Mahwah, NJ:Lawrence Erlbaum.
10. Tan CPL,Azila NMA,Sim SM(2003).The nature of problem-based learning cases and its influence on learning.J Med Educ,7,419-424.
11. Tan CPL,Azila NMA,Sim SM,PBL Case Design Group(2001).Initial experiences in case writing.Proceedings of the 3rd Asia Pacific Conference on Problem Based Learning.