| Summary: | 碩士 === 長庚大學 === 管理學研究所 === 88 === Abstract
Social changes and medial technology develops dramatically in twenty century. Medical student cannot learn all information and knowledge from medical school. The new concept of learning is called “ Problem-Based Learning; PBL” that it appears to enhance and maintain self-direct leaning skills. Since 1969, MacMaster University developed PBL curriculum, the new program being adopted by an increasing number of medical schools emphasizes case-oriented problem solving in small tutorial groups. Although there have been numerous studies of medical students’ and tutors’ perceptions and attitudes about PBL, there are not any in Taiwan. The difference of learning processes, learning behaviors, English abilities and education methods between countries can affect student to accept PBL. The importance of this study is figured out the perceptions and attitudes of clinical tutors and medical students in Taiwan, therefore, to provide healthcare managers a guideline to build appropriate medical education system.
The tutor and student questionnaires, developed by author, are similar except basic information. Both questionnaires contained some items such as the opinion about conventional and PBL curriculum, the attitude towards PBL and the perception of PBL. A tutor questionnaire was mailed to the clinical tutors who are medical, surgical, gynecologic, pediatric, neurological, psychiatric specialists in Chang-Gung Hospital. A student questionnaire was given to medical students who are fourth, fifth and sixth year students in Chang-Gung University. The questionnaires were collected by the end of April 2000. The study included 89 clinical tutors and 78 medical students.
The major findings of this study were shown as follows.
1. Clinical tutors ever participate in PBL curriculum more positive than non-participate in learning evaluation result of PBL, performance assessment of PBL and perception test of PBL.
2. Medical students ever participate in PBL curriculum more negative than non-participate in learning evaluation result of conventional.
3. Clinical tutors more positives than medical student in learning evaluation result of PBL and performance assessment of PBL.
4. The factors of influence clinical tutors’ and medical students’ perception and attitude are participate experience, age and attending years, department, participate or non-participate, sex, and the degree of clinical medicine favorite.
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