問題導向學習“同儕評估量表”的內容效度及因素分析

Content Validity and Factor Analysis of the Peer Evaluation Sheet for Problem Based Learning Performance

10.6145/jme.200506_9(2).0004

陸希平(Shi-Ping Luh)；林妍如(Yen-Ru Lin)；陳家玉(Jia-Yuh Chen)

問題導向學習 ； 因素分析 ； problem-based learning ； factor analysis

Journal of Medical Education

9卷2期（2005 / 06 / 01）

138 - 148

繁體中文

Background: Problem based learning (PBL), a student-centered and small group discussion approach to analyze, explain and solve the problem. This learning model has been implemented in all medical universities in Taiwan for years. The students' performance evaluation in PBL remains a challenging problem. Purpose: To develop a valid peer evaluation sheet for PBL performance, as well as discover the major dimensions in the PBL performance by factor analysis. Methods: The newly developed PBL peer-evaluation sheet was based on and modified from previous literature. The content validity was assessed with 5-point scales by five specialists. A total of 124 undergraduate medical students participated in this 15-item peer evaluation after the PBL curriculum. Results: The content validity (Vi) of the PBL performance evaluation sheet ranged from 0.80 to 0.95 (significantly powerful. at the 0.05 level). The principal components (Eigenvalue ＞1) of the PBL performance evaluated by peers or tutors were analyzed as five (control/lead, assist/coordinate, obey rules, observe/think and compromise) and two (insist on rules vs flexible) major independent factors respectively. Conclusion: Our results provide evidence that the factor structure of the PBL performance can be identified and explore its multidimensionality. In this study we can not only educate our students and tutors the concepts of PBL through feedback evaluation with this sheet after the course, but also provide a more objective evaluation methods.

Background: Problem based learning (PBL), a student-centered and small group discussion approach to analyze, explain and solve the problem. This learning model has been implemented in all medical universities in Taiwan for years. The students' performance evaluation in PBL remains a challenging problem. Purpose: To develop a valid peer evaluation sheet for PBL performance, as well as discover the major dimensions in the PBL performance by factor analysis. Methods: The newly developed PBL peer-evaluation sheet was based on and modified from previous literature. The content validity was assessed with 5-point scales by five specialists. A total of 124 undergraduate medical students participated in this 15-item peer evaluation after the PBL curriculum. Results: The content validity (Vi) of the PBL performance evaluation sheet ranged from 0.80 to 0.95 (significantly powerful. at the 0.05 level). The principal components (Eigenvalue ＞1) of the PBL performance evaluated by peers or tutors were analyzed as five (control/lead, assist/coordinate, obey rules, observe/think and compromise) and two (insist on rules vs flexible) major independent factors respectively. Conclusion: Our results provide evidence that the factor structure of the PBL performance can be identified and explore its multidimensionality. In this study we can not only educate our students and tutors the concepts of PBL through feedback evaluation with this sheet after the course, but also provide a more objective evaluation methods.

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