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| 中文摘要: |
| 目的 以《医学心理学》课程为例，探讨医学生自主学习能力对PBL教学效果的影响。方法 选择2010级和2011级临床医学八年制学生43名为研究对象。PBL教学开始前用大学生自主学习量表评估医学生的自主学习能力，PBL教学结束后用自编问卷调查医学生对PBL教学的评价，结合学生的课程考试成绩，采用直线相关分析探索医学生自主学习能力对PBL教学评价和考试成绩的影响。结果 医学生自主学习能力与其对PBL教学的评价存在正相关（P<0.05），特别是学习动机与“PBL提高学习兴趣”（r=0.507）和“PBL提高信息利用能力”（r=0.536）这两个评价的相关系数较高，说明自主学习能力强的学生对PBL教学有更为正面的评价。学生的学习动机与课程考试成绩也存在正相关（r=0.416，P=0.006），说明学习动机较强的学生最终考试成绩较好。结论 学生自主学习能力与PBL教学之间可能存在双向影响，即自主学习能力强的学生，在PBL教学过程中会有更多的积极体验，这种积极体验反过来又会促进其自主学习能力。 |
| 英文摘要: |
| Objective Studies have shown that problem based learning (PBL) can improve the students' ability of autonomous learning. However, it is unclear whether students' autonomous learning ability will affect students' evaluation in PBL teaching. This study took medical psychology course as an example to explore the influence of medical students' autonomous learning ability on PBL teaching effect. Methods 43 8-year program medical students of Grade 2010 and 2011 were enrolled in this study. Scale was used to assess medical students' autonomous learning ability before the start of the PBL teaching. Self-made questionnaire was used to survey the students' evaluation in PBL teaching. Linear correlation analysis was used to detect the relationship between medical students' autonomous learning ability and students' evaluation in PBL teaching and their examination results. Results Medical students' autonomous learning ability is significantly positively correlated to the students' evaluation of PBL teaching (P<0.05). The corre-lation coefficient between learning motivation and "PBL enhanced learning interest" or "PBL enhanced in-formation utilization ability" was high (r=0.507 and 0.536, respectively). It showed that students with stronger autonomous learning ability had more positive evaluation of PBL teaching. The students' learning motivation was also positively correlated to the test score (r=0.416, P=0.006). Students with stronger learn-ing motivation had higher test score in the final exam. Conclusion These results indicate that the relation-ship between the students' autonomous learning ability and PBL teaching is bidirectional. The students with more powerful ability of autonomous learning will be more active in the process of PBL teaching, and the positive experience will promote their autonomous learning ability in turn. |
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