問題導向學習評量表之建構

Development of a Problem-Based Learning Evaluation Questionnaire

10.6145/jme.201003_14(1).0004

林真瑜(Chen-Yu Lin)；曾惠珍(Hui-Chen Tseng)；李子奇(Tzu-Chi Lee)；金繼春(Chi-Chun Chin)；簡淑媛(Shu-Yuan Jian)；黃玉珠(Yu-Chu Huang)；周汎澔(Fan-Han Chou)

問題導向學習 ； 教育 ； 量表建構 ； problem-based learning ； education ； questionnaire

Journal of Medical Education

14卷1期（2010 / 03 / 01）

36 - 48

繁體中文

The purpose of this study was to develop a Problem-Based Learning Evaluation Questionnaire (PBLEQ). A cross-sectional research design was conducted. Based on the concept of problem-based learning (PBL), we integrated ideas from a number of translated questionnaires including the Critical Thinking Scale, the Self-Directed Learning Scale, and the Students Performance in PBL Tutorial Sessions Questionnaire. The sample size consists of 410 nursing students who had undergone more than one semester of internship on hospital wards. These scales were analyzed by applying chi-square tests, item analysis, and principal axis factor analysis. Pearson's correlation coefficient was then used to test the validity of the scale compared with the Tutotest Scale. The results showed that the newly developed ”Problem-Based Learning Evaluation Questionnaire” had five major dimensions, which consisted of self-directed learning (10 items), critical thinking (10 items), independent study (8 items), group interaction, active participation (10 items) and reasoning skills (6 items). The questionnaire showed good convergence, divergence and concurrent validity. The Cronbach's α of the PBLEQ was 0.97 and the intraclass correlation coefficient for testretest reliability was 0.93. The correlation coefficient between the Tutotest Scale and the PBLEQ was 0.42 (p＜0.01). This questionnaire has promise as a measurement tool and will be useful to further research and in PBL assessment; furthermore, it should be able to appropriately evaluate abilities related to PBL among learners.

The purpose of this study was to develop a Problem-Based Learning Evaluation Questionnaire (PBLEQ). A cross-sectional research design was conducted. Based on the concept of problem-based learning (PBL), we integrated ideas from a number of translated questionnaires including the Critical Thinking Scale, the Self-Directed Learning Scale, and the Students Performance in PBL Tutorial Sessions Questionnaire. The sample size consists of 410 nursing students who had undergone more than one semester of internship on hospital wards. These scales were analyzed by applying chi-square tests, item analysis, and principal axis factor analysis. Pearson's correlation coefficient was then used to test the validity of the scale compared with the Tutotest Scale. The results showed that the newly developed ”Problem-Based Learning Evaluation Questionnaire” had five major dimensions, which consisted of self-directed learning (10 items), critical thinking (10 items), independent study (8 items), group interaction, active participation (10 items) and reasoning skills (6 items). The questionnaire showed good convergence, divergence and concurrent validity. The Cronbach's α of the PBLEQ was 0.97 and the intraclass correlation coefficient for testretest reliability was 0.93. The correlation coefficient between the Tutotest Scale and the PBLEQ was 0.42 (p＜0.01). This questionnaire has promise as a measurement tool and will be useful to further research and in PBL assessment; furthermore, it should be able to appropriately evaluate abilities related to PBL among learners.

1. Tseng, H.C.,Jian, S.Y.,Hsu, Y.Y.(2006).Effectiveness of applying problem-based learning to a nursing course on "symposiums regarding clinical cases.J Health Sci,8(2),121-131.
   連結：
2. Yao, K.P.(2000).Critiques on six generic health-related quality of life scales and suggestions on the further studies.Psy Testing,47(2),111-138.
   連結：
3. Albanese, M.A.,Mitchell, S.(1993).Problem-based learning: a review of literature on its outcomes and implementation issues.Adv Med,68(1),52-81.
4. Allen, D.E.,Duch, B.J.,Groh, S.E.(1996).The power of problem-based learning in teaching introductory science courses.New Dir Teach Learn,68,43-52.
5. Barrows, H.S.(1998).The essentials of problem-based learning.J Dent Educ,62(9),630-633.
6. Barrows, H.S.,Tamblyn, R.M.(1980).Problem-based learning: an approach to medical education.New York:Springer Publishing Company.
7. Candy, P.C.(1991).Self-direction for lifelong learning-a comprehensive guide to theory and practices.SF:Jossey-Bass Publishers.
8. Chiou, H.J.(2006).Quantitative research and statistical analysis in social & behavioral sciences.Taipei:Wunan.
9. Chou, F.H.、Jian, S.Y.、Tseng, H.C.(2004)。Assessment of students performance for applying problem-based learning to a nursing course。Taipei:National Sci Coun。
10. Creedy, D.,Hand, B.(1994).The implementation of problem-based learning: changing pedagogy in nurse education.J Adv Nurs,20(4),696-702.
11. Dornan, T.,Scherpbier, A.,Boshuizen, H.(2003).Towards valid measures of self-directed clinical learning.Med Educ,37,983-991.
12. Frank-Stromborg, M.,Olsen, S.J.(1997).Instruments for clinical health-care research.Boston:Jones and Bartlett.
13. Gay, L.R.(1992).Educational research competencies for analysis and application.New York:Macmillan.
14. Goodwin, L.(1997).Changing conceptions of measurement validity.J Nurs Educ,36(3),102-107.
15. Guillemin, F.,Bombardier, C.,Beaton, D.(1993).Crosscultural adaptation of health-related quality of life measures: literature review and proposed guidelines.J Clin Epidemiol,46(12),1417-1432.
16. Hsu, L.L.(2000).Reflections and perspectives in nursing education.J Nur,47(4),40-46.
17. Hwang, S.L.(2002).Learning assessment of student-centered.J Educ Sci,1(2),3-24.
18. Hwang, S.Y.,Kim, M.J.(2006).A comparison of problembased learning and lecture-based learning in an adult health nursing course.Nurs Educ Today,26(4),315-321.
19. Ji, H.C.,Chung, S.F.(2001).The instructional design model for problem-based learning.Instruc Tech Media,55,58-71.
20. Lawrence, F.R.,Hancock, G.R.(1999).Conditions affecting integrity of a factor solution under varying degrees of over extraction.Educ Psychol Meas,59,549-579.
21. Leung, K.K.、Wang, W.D.、Lue, B.H.(2004)。Evaluating changes of learning styles of students by problembased learning。Taipei:National Sci Coun。
22. Lue, B.H.(1998).Small Group Tutorial.J Med Educ,2(4),367-368.
23. Richardson, K.,Trudeau, K.J.(2003).A case for problembased collaborative learning in the nursing classroom.Nurs Educ,28(2),83-88.
24. Rideout, E.,England-Oxford, V.,Brown, B.(2002).A comparison of problem-based and conventional curricula in nursing education.Adv Health Sci Educ Theory Pract,7(1),3-17.
25. Scientific Advisory Committee(1995).Instrument review criteria.Medical Outcomes Trust Bulletin,September,1-4.
26. Streiner, D.,Norman, G.(2001).Health measurement scales: a practical guide to their development and use.London:Oxford University Press.
27. Swanson, D.B.,Case, S.M.,Van Der Vleuten, C.P.M.(1991).Strategies for student assessment-the challenge of problem based learning.New York:St. Martin's press.
28. Tinsley, H.E.A.,Tinsley, D.J.(1987).Uses of factor analysis in counseling psychology research.J Couns Psychol,34,414-424.
29. Valle, R.,Petyra, I.,Martinez-Gonzalez, A.(1999).Assessment of students performance in problembased learning tutorial sessions.Med Educ,33,818-822.
30. Wang, C.S.(1999)。Cooperation learning and problem-based learning: developing the creativity ability of science for faculty and students。Educ Reso Res，28，31-39。
31. Wang, J.N.,Weng, L.J.(2002).Evaluating the use of exploratory factor analysis in Taiwan: 1993-1999.Chinese J Psy,44(2),239-251.
32. Williams, B.(2001).Developing critical reflection for professional practice through problem-based learning.J Adv Nurs,34(1),27-34.
33. Wu, M.L.(2007)。Practice of statistical application for SPSS。Taipei:Chih-Chen。

1. Lin, Yenyu Lily,Chang, Nen-Chung,Chan, Wing P.(2012).Students' Perspectives on Project-Based Learning in a Course, "Reading Literary Classics: The Interpretation of Dreams".醫學教育,16(3),114-121.
2. (2021)。問題導向學習對醫學系學生學習表現之影響—以某醫學院跨學系小組討論課程為例。中正教育研究，20(1)，79-113。