Exploring the Effect of Interdisciplinary Problem-Based Learning on Medical Students’ Performance: A Case Study from a Medical School in Taiwan
The aim of this study was to explore the impact of one-year interdisciplinary problem-based learning (PBL) class on fourth-year medical students. A pre-post test research design was applied to collect data on medical student performance from 2015 to 2016 academic years. Each year, the learning effectiveness was measured three times: once at the beginning and once at the end of the first semester, and one more time at the end of the second semester. In addition, the tutorial skills of the teacher were measured at the end of the second semester. The data collected in the 2015 academic year was used to establish the validity and reliability of the questionnaires. In the following academic year, there were 129 medical students in total, among which 108 of them completed all three surveys. The results showed that (a) among the six dimensions of learning effectiveness of PBL, the scores in self-directed learning, critical thinking, active participation, reasoning skill and independent study were improved after the first semester, but no further improvement was found at the end of the second semester; (b) the participation of students from other discipline (pharmacology students) did not result in a significant interaction effect; and (c) the tutoring skills, especially the constructive learning skills, seems to be positively associated with student learning performance. Practical recommendations are provided accordingly, and further researches are warranted.
|關鍵詞||PBL引導技巧、問題導向學習、跨領域學習、PBL tutoring skill、problem-based learning、interdisciplinary learning|