Students’ perception of a modified form of PBL using concept mapping
JONAS INNIES ADDAE, JACQUELINE I. WILSON & CHRISTINE CARRINGTON The University of the West Indies, Trinidad and Tobago
우리가 사용한 PBL방법은 Maastricht의 7-step PBL방법을 기반으로 하고 있다. 7step을 요약하면 아래와 같다.
Our PBL method has been based on the Maastricht 7-step PBL method which has been well described (Schmidt 1983). In summary, the 7-step method we have been using comprises the following steps:
(1) 잘 모르는 단어/구절/개념을 명확히 하기
(2) 답이 필요하거나 토론해야 하는 문제를 찾기
(3) 브레인스토밍을 하고, 가설을 세우기
(4) 토론한 주제에 대한 systematic inventory 만들기
(5) 학습목표를 나열하기
(6) 개별적으로 학습하기
(7) 다시 모여서 새롭게 얻은 정보를 공유하기
(1) clarifying unfamiliar terms, phrases and concepts in the clinical problem,
(2) identifying issues in the problem that need to be answered or discussed,
(3) discussing the issues in a free-flowing discussion (brainstorming) and generating hypotheses to explain the issues,
(4) making a systematic inventory of the issues discussed,
(5) listing learning objectives that are necessary to address gaps in knowledge,
(6) private study of the objectives and related material,
(7) reconvening as a group to discuss the objectives and relating the newly acquired information to the clinical problem.
7단계 중 4단계에서는 mapping을 활용하고 있으나, PBL전체적으로는 그러한 방법을 사용하는 것은 아니다.
The fourth step of our conventional 7-step PBL method (systematic inventory) uses a form of mapping but that PBL method as a whole does not use much mapping.
concept map이 유용한 도구로서 보고된 바 있지만, 이러한 map을 토론의 '결과물'로서만 봄으로써 learning exercise 과정에서 학생그룹이 어떠한 과정을 겪는지에 대한 정보가 부족하다.
Although concept maps have been found to be a useful education tool in the health sciences (Weiss & Levinson 2000; West et al. 2000; Rendas et al. 2006; Gonzalez et al. 2008), the maps produced tend to be the end products of the group discussions, and lack information about the stages that the group go through during the learning exercise.
Students' perception of a modified form of PBL using concept mapping.
Abstract
BACKGROUND:
Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning.
AIM:
To design a method of PBL that includes concept mapping and examine students' perceptions of this form of PBL.
METHODS:
We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students' prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students' perceptions of the two methods in four learning domains.
RESULT:
The students' ratings for the 5-phase method were significantly higher than for the 7-step method (paired t-test) on all items on the questionnaire.
CONCLUSION:
The students perceived the 5-phase method as promoting their passion for learning, and developing their cognitive, metacognitive and interpersonal skills
Impact of national context and culture on curriculum change: A case study (★★★)
MARIE¨ LLE JIPPES, MD, PHD1, ERIK W. DRIESSEN, PHD1, GERARD D. MAJOOR, PHD2, WIM H. GIJSELAERS, PHD3, ARNO M.M. MUIJTJENS, PHD1 & CEES P.M. VAN DER VLEUTEN, PHD1
1Department of Educational Development and Research, 2Institute for Education, 3Maastricht University, Maastricht, The Netherlands
Background:
앞선 연구들은 한 국가의 문화가 의과대학의 교육과정 개혁에 있어서 큰 장벽이라는 것을 보여준 바 있다. 특히 Hofstede의 문화적 영역(cultural dimension) 중 '불확실성 기피'는 통합교육과정을 도입한 비율과 유의미한 음(-)의 상관관계가 있었다.
Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede’s cultural dimension ‘uncertainty avoidance’ had a significant negative relationship with the implementation rate of integrated curricula.
Aims:
그러나 일부 의과대학은 그 나라의 높은 '불확실성 기피' 수준에도 불구하고 성공적으로 교육과정 변화를 이끌어낸 바가 있다. 이로부터 우리는 이런 질문을 할 수 있다. '어떻게 이들 나라는 '불확실성 기피'라는 장벽을 극복할 수 있었을까?'
However, some schools succeeded to adopt curriculum changes despite their country’s strong uncertainty avoidance. This raised the question: ‘How did those schools overcome the barrier of uncertainty avoidance?’
Method:
오스트리아는 '불확실성 기피' 특성이 강하면서도, 모든 의과대학에서 통합교육을 도입하고 있다. 4개 의과대학을 면담함으로서 27가지의 핵심 변화 agent를 발견할 수 있었다.
Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven key change agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis.
Results:
우선, 국가적으로 강력한 법을 도입하고 학교의 자율성의 제한하는 것이 ''예외'를 인정하는 문화'', '잘못을 정부 측으로 돌리는 문화'를 억제하는데 기여했다. 새로운 법은 각 대학의 자율권을 '개혁을 촉진하는 것'에 주었다. 이것만으로는 부족할 수 있었겠지만, 변화에 대한 강력한 요구, 지지적이면서 지속적인 리더십, 선견지명을 갖춘 change agent가 중요한 것으로 보인다.
Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an ‘excuse culture’: ‘It’s not our fault. It is the ministry’s’. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential.
Conclusions:
불확실성을 기피하고자 하는 특성이 강한 나라에서는 엄격한 입법을 통해 변화에 대한 저항을 막을 수 있다. 국가적 입법이 변화를 유도하고, 추가적으로 변화를 지지할 내부적 요인들이 더해지면 교수들의 반대도 극복될 수 있다.
In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.
Impact of national context and culture on curriculum change: a case study.
Abstract
BACKGROUND:
Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula.
AIMS:
However, some schools succeeded to adopt curriculum changes despite their country's strong uncertainty avoidance. This raised the question: 'How did those schools overcome the barrier of uncertainty avoidance?'
METHOD:
Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven keychange agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis.
RESULTS:
Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an 'excuse culture': 'It's not our fault. It is the ministry's'. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential.
CONCLUSIONS:
In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.
Globalization and the modernization of medical education
FRED C. J. STEVENS1 & JACQUELINE D. SIMMONDS GOULBOURNE2
1University of Maastricht, The Netherlands, 2University of the West Indies, Mona campus, Jamaica
Background:
전세계적으로 교육자들과 학생들이 '효과적인 의학교육'이라고 생각하는 것에는 근본적인 차이가 있다. 그러나 의학교육에서 세계화가 용이한 '쉬운 공식'을 찾고 있었다.
Worldwide, there are essential differences underpinning what educators and students perceive to be effective medical education. Yet, the world looks on for a recipe or easy formula for the globalization of medical education.
Aims:
여기서는 근대화의 운송자(carrier)로서 의학교육이 가지는 가정/주된 믿음/세계화의 영향 등을 보고자 한다.
This article examines the assumptions, main beliefs, and impact of globalization on medical education as a carrier of modernity.
Methods:
문화적/사회적 구조를 찾고자 했다. 자메이카와 네덜란드의 두 의과대학에서 PBL에 대한 사례를 이용했다.
The article explores the cultural and social structures for the successful utilization of learning approaches within medical education. Empirical examples are problem-based learning (PBL) at two medical schools in Jamaica and the Netherlands, respectively.
Results:
분석 결과, 사람들은 천성적으로 협동해서 일하는 것을 잘 하지 못했다. 효과적이고 효율적인 협력을 위해서는 그러한 문화를 만들어내기 위한 정교한 노력이 필요했다. 성공적인 PBL은 효과적인 의사소통기술에 기반하고 있고, 이는 현실을 이해하는데 필요한 공통의 지점에서 문화적으로 정의된다. 이러한 '공통성'은 존재하고 있는 것이 아니라, 명확하고 신중하게 만들어져야 한다.
Our analysis shows that people do not just naturally work well together. Deliberate efforts to build group culture for effective and efficient collaborative practice are required. Successful PBL is predicated on effective communication skills, which are culturally defined in that they require common points of understanding of reality. Commonality in cultural practices and expectations do not exist beforehand but must be clearly and deliberately created.
Conclusions:
의학교육의 세계화는 디자인된 교수법을 도입하는 것 이상이며, 서구의 모델은 다른 환경에서 적용되기 위해서는 깊은 성찰과 숙고의 과정이 필요하다.
The globalization of medical education is more than the import of instructional designs. It includes Western models of social organization requiring deep reflection and adaptation to ensure its success in different environments and among different groups.
Results
2007년과 2008년, Maastricht 의과대학의 PBL은 학생들로부터 상당한 비판을 받았다. 학생들은 PBL이 그 근본 원칙에 따라 이루어지고 있지 않으며, 단순히 절차적인(ritualistic) 활동이 되어간다고 지적했다. 일부 학생들은 PBL의 유용성이나 적용가능성이 이미 시대에 뒤떨어졌다고 생각했다. 따라서 Bachelor학생들은 나름의 설문을 진행하여 의견을 모았고, 그 중 몇 가지를 아래에 기술하였다.
In 2007 and 2008, PBL at the medical school of the University of Maastricht was highly criticized by students. Students felt that PBL was not carried out according to its essential principles and was at risk to become a ritualistic activity. Some believed that the usefulness and practicability of PBL was outdated. Therefore, students themselves conducted polling among all bachelor students to hear their opinions. These were some of the reported weaknesses of PBL (Stevens et al. 2010):
-그룹 상호작용은 거의 없으며 그룹 역학은 더 없다.
-학생들은 대개 개별적으로 학습하며, 그룹으로 학습하지 않는다. 이미 지정된 형식이 있는 경우 그룹학습은 ritualistic할 뿐이다.
-평가 단계에서 알아야 하는 것과 개별적으로 세우는 학습 계획이 맞지 않는다.
-학생들은 대체로 모국어로 된 권장 문헌과 인터넷을 사용한다.
-튜터는 그룹프로세스를 촉진하는 역할을 해야 하나, 학생들은 튜터의 전문가적 지식에 크게 의존한다.
– Little group interaction is used. Group dynamics hardly exist.
– Students largely work by themselves, not in groups. In areas where the prescribed formats are used, these are only ritualistic.
– A personal learning plan hardly fits to what students are expected to know at the assessments.
– Students largely use standard (recommended) literature and the internet, preferably in their native language.
– Tutors are required to only facilitate the group process. But students still heavily rely on the tutors’ expert knowledge.
Mona 학생들과 마찬가지로 Maastricht학생들은 PBL시스템의 장점을 알고 있었다. 그러나 동시에 현장에서의 실패를 경험하고 있었다. Maastricht와 Mona의 학생들은 매우 달랐지만, 동시에 매우 비슷했다. 그룹역학이 작동하기 위해서는 적절한 문화적 구조와 적절한 사회적 구조가 필요했지만 이러한 기초요소가 없었던 것이다. 따라서 문화적 적절성의 문제, 구조적 한계의 문제는 여전히 남는다.
Just like the Mona students, Maastricht students are aware of the benefits of the PBL system but, at the same time, experience the practical failures. Obviously, the students in Maastricht and Mona are very different but, at the same time, very similar. They require the right cultural and social structural underpinnings to get the group dynamics going.
These basic ingredients are missing. So the question of cultural appropriation, structural limitations, and fit remains.
Discussion
From the comparison of PBL in Maastricht and at Mona, it is evident that in both contexts, the cultural underpinnings relating to systems and processes are/were not given due consideration for effective adaptation to the demands of PBL.
The success of PBL is predicated on effective communication skills, which are culturally defined in that they require common signs and symbols and also common points of understanding of reality.
Systemic problems are based on the culture of education, which includes the expectations of students as well as those of teachers and the school. This extends to the technological and structural support to make the model work as well as facilities to manage small groups.
Globalization and the modernization of medical education.
Abstract
BACKGROUND:
Worldwide, there are essential differences underpinning what educators and students perceive to be effective medical education. Yet, the world looks on for a recipe or easy formula for the globalization of medical education.
AIMS:
This article examines the assumptions, main beliefs, and impact of globalization on medical education as a carrier of modernity.
METHODS:
The article explores the cultural and social structures for the successful utilization of learning approaches within medical education. Empirical examples are problem-based learning (PBL) at two medical schools in Jamaica and the Netherlands, respectively.
RESULTS:
Our analysis shows that people do not just naturally work well together. Deliberate efforts to build group culture for effective and efficient collaborative practice are required. Successful PBL is predicated on effective communication skills, which are culturally defined in that they require common points of understanding of reality. Commonality in cultural practices and expectations do not exist beforehand but must be clearly and deliberately created.
CONCLUSIONS:
The globalization of medical education is more than the import of instructional designs. It includes Western models of socialorganization requiring deep reflection and adaptation to ensure its success in different environments and among different groups.
- PMID:
- 23088359
- [PubMed - indexed for MEDLINE]
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