论文部分内容阅读
目的评估基于问题的学习(PBL)用于专科医学心理学的教学效果并分析影响因素。方法采用自编教学效果评估和影响因素问卷测试492名学生。结果自编问卷具有较好的信效度;PBL使学生有收获;分层回归分析显示,各影响因素均能显著预测总体教学评估(β=0.102~0.259,Ps<0.05),“常规教”和“教学配合”能显著预测学生各方面的收获(β=0.118~0.212,Ps<0.05),“PBL教”能够显著预测学生以后临床工作和以后个人生活(β=0.206,0.189;Ps<0.001),“PBL学”能够显著预测学生本学期心理状态(β=0.224,P<0.001)。结论 PBL让学生有收获,在教学中要注重影响教学效果的普遍性因素,并充分引导学生将自主学习和团队合作内化为自觉的行为。
Purpose To assess the effectiveness of problem-based learning (PBL) for teaching in specialist medical psychology and to analyze the influencing factors. Methods A total of 492 students were tested with self-made teaching effect assessment and questionnaire of influencing factors. Results The self-compiled questionnaire had a good reliability and validity; PBL made the students reap the benefits; stratified regression analysis showed that all the influencing factors could significantly predict the overall teaching evaluation (β = 0.102 ~ 0.259, Ps <0.05) (Β = 0.118 ~ 0.212, Ps <0.05), “PBL teaching” can significantly predict the clinical work of the students and later personal life (β = 0.206 , 0.189; Ps <0.001), “PBL” significantly predicted the psychological status of students during the semester (β = 0.224, P <0.001). Conclusion PBL makes students gain. In teaching, we should pay attention to the universality factors that affect the teaching effect, and guide students to self-study and team cooperation internalized into conscious behavior.