醫學院「問題導向學習」引導老師之學科專長與催化技巧對醫學生學習成效之影響

論文名稱(中/英文)	研究生	指導教授
醫學院「問題導向學習」引導老師之學科專長與催化技巧對醫學生學習成效之影響 The Effects of The Tutors	陳振德	李光大博士林世華博士
[ 摘要 ]
本研究旨在依據建構主義的教育觀點，參照Schmidt問題導向學習的因果關係模式，探索在醫學院問題導向學習課程中引導老師之特質，尤其是學科專長背景與其催化技巧之能力，是否會影響學生學習的成效。本研究採取前瞻性立意取樣的方式選取陽明大學牙醫系二年級、醫學系三年級與醫學系四年級問題導向學習課程的學生與其引導老師作為研究對象。自變項為引導老師之特質，包括背景變項(性別、教職職級、專兼任狀況、擔任引導老師之年資)、學科專長與催化技巧；依變項為學生學習的成效，包括小組功能、個別研讀時間、對該學科之興趣與學業成績。藉由參酌文獻與訪談學生意見編製「問題導向學習課程評量問卷」，收集小組功能及引導老師催化技巧等相關資料，正式施測總共發出282份問卷，回收有效問卷247份（有效問卷回收率87.58%）。向該校申請該課程學生學業成績(包括PBL測驗成績、大講堂授課測驗成績及PBL學習表現)與引導老師的背景變項、學科專長資料)。以SPSS 17.0版軟體進行單因子變異數分析及皮爾遜積差相關分析。研究結果發現：1.引導老師之催化技巧是最影響學生小組功能的老師特質，呈現顯著正相關，表示引導老師的催化技巧越好，則其學生問題導向學習小組功能之運作就越好。2.雖然學生多半偏好引導老師具有臨床醫師之專長背景，學生之學習成效(包括小組功能、學習研讀時間、學習興趣與學業成績)卻不受引導老師之學科專長背景影響；3.背景變項中，引導老師之性別會影響學生小組的功能 (女性引導老師之學生小組功能較佳)。針對研究結果提出建議：1.學校延攬問題導向學習引導老師時，學科專長背景並非重要之必備條件，應善加使用廣大之相關社會資源加入導老師之行列；2.多鼓勵女性師資加入問題導向學習引導老師之行列；3.將提升PBL催化技巧列為引導老師定期培訓與考核升遷的重要指標。
[ Abstract ]
This research aimed to evaluate whether the tutors’ characteristics, especially content expertise and facilitation skills, influence medical students’ efficacy of problem-based learning according to Schmidt’s causal model of problem-based learning (PBL) based upon the educational view of constructivism. This study was conducted prospectively for 2nd-year students of School of Dentistry and 3rd-year and 4th-year students of School of Medicine and their related tutors in PBL as the study population. The independent variables were tutors’ characteristics including background variables (gender, position of ranking, full-time/part-time status and seniority of tutorship), content expertise and facilitation skills. The dependent variables were students’ efficacy of learning, including PBL tutorial group functioning, time spent on individual study, interest in subject matter and achievement (scores of PBL written test, scores of lecture written test and PBL performance scores). “PBL program evaluation questionnaire” was developed for collecting the data of PBL tutorial group functioning and the students’ perception of tutors’ facilitation skills, etc. Statistical analysis was performed with one-way ANOVA and Pearson’s product-moment correlation. The results revealed: 1. facilitation skill was the most important tutor’s characteristic positively related to students’ tutorial group functioning (the higher the tutor’s facilitation skill, the better the students’ PBL group functioning; 2. although most students more favored content-expert tutors, there was no statistical correlation between the tutors’ content expertise and the students’ achievements; 3. the gender of tutors was significantly related to PBL tutorial group functioning (better if tutored by female teachers). Given were the recommendations: 1. content expertise is not necessary for recruitment of the new PBL tutors; 2. More female teachers are encouraged into PBL tutorship; 3. Enhancing facilitation skills is suggested to be regarded as an important criterion for tutors’ training and promotion in the future.