Problem Design in Problem-based Learning: Evaluating Students’ Learning and Self- directed Learning Practice Yeung, E., Au-Yeung, S., Chiu, T., Mok N., & Lai, P. (2003). Problem design in problem-based learning: Evaluating students’ learning and self-directed learning practice. Innovations in Education and Teaching International, 40(3), 報告者 : 陳 銹 陵 日 期 : 2006/03/11

2 Introduction Barrows (1986) has identified the primary educational objectives that can be addressed by PBL as being: –the development of an effective clinical reasoning process –the organization of a knowledge base for use in clinical contexts –the development of effective self-directed learning skills –an increased motivation for learning Learning in a PBL format can lead to long-term retention of knowledge, enhance the integration of basic science concepts into clinical problems and result in an increase in intrinsic interest in the subject (Norman and Schmidt, 1992).

3 Introduction Rankin (1992) and Marshall et al. (1993) showed that medical students in a PBL programme utilized library resources more frequently than those in a conventional curriculum, suggesting that the former teaching methodology promotes active, independent learning. A shift of the students’ attitudes towards more independent learning subsequent to PBL instruction. (Stokes et al., 1997 ) For PBL teaching it is recommended to have less than 10 students in one tutorial group (Woods, 1996).

4 研究目的 To compare learning issues generated by students with the objectives set by teaching staff. To explore students’ self-directed learning practice and the ability to search for information in meeting the learning objectives.

5 Literature Review Setting up PBL groups provides students with the opportunity to develop skills but in itself does not develop their problem-solving skills, group skills and self-directed learning skills (Norman and Schmidt, 1992). It is through the learning cycle of practice and feedback that one develops these desired target skills.

6 Literature Review Biggs (1989) suggested that the teaching process associated with a deep approach to learning should include at least one of the following: –an appropriate motivational context –a high degree of learner activity –interaction with others, both peers and teachers –a well-structured knowledge base

7 Method Subject – 香港某大學共 148 students (84 males and 64 females) – 將學生分 6 組，每組約 25 人。再從 25 人分為三個 subgroups Course context –The PBL module ‘Physiotherapy Diagnosis and Management of Musculoskeletal Dysfunction’ amounts to five credits.

8 Method Evaluation –The first part relates to the learning issues set within student groups. In order to evaluate if the students were able to identify the learning objectives associated with the course, the learning issues generated were collected from the different student groups (n= 18 groups) and then compared with the learning objectives set by the teaching staff. –The second part of the quantitative evaluation related to individual students (n = 148). At the completion of each problem, every student was asked to complete a questionnaire.

9 Results Quantitative( 量 ) analysis Students recognize (on average) 79.9% of the learning objectives with a significant improvement as the semester progresses (p = 0.01).

10 Results significant difference (F= 4.22, df =4, MS =7.84, p= 0.001) 表示 there was improvement in the students’ ability to pursue their learning activities guided by the learning issues generated during tutorials over the 14-week semester. Quantitative( 量 ) analysis

11 Results Qualitative( 質 ) analysis –In the process of analysing data from the interviews, exploratory analysis was employed to identify the main themes in the transcripts.

12 Conclusion 量的分析 –students were able to identify most of the learning objectives that were set by the teaching staff –there was a significant improvement in the achievement of the learning objectives over the 14 weeks of learning. 質的分析 –students show a shift towards independent learning establishing more regular self-directed learning practices increasing confidence in searching for information relevant to learning using PBL.