「問題導向學習」應用於技職物理治療教育之初步嘗試

「問題導向學習」應用於
技職物理治療教育之初步嘗試

 

 

郭怡良*　湯麗君**　陳沛嵐***

 

* 慈濟大學物理治療系助理教授、慈濟技術學院物理治療系助理教授

 

** 慈濟技術學院護理系講師

 

***慈濟大學教育研究所助理教授

 

摘要

 

「問題導向學習」（Problem-Based Learning, PBL）已被廣泛應用於醫學與護理教育，但PBL應用於國內物理治療教育的研究付之闕如。為了解PBL在物理治療教育上的教學成效，本研究嘗試將PBL應用於技術學院四年制物理治療系之骨科物理治療課程。本課程之設計，前半段先介紹PBL、實證醫學與概念圖的建構，後半段則進行兩個臨床教案問題的討論。在取得11位研究對象的同意後，本研究以問卷、訪談和學習歷程週記來評估PBL課程的教學成效。結果發現，學生對自我學習滿意度偏低，但大部份學生肯定小組討論的學習方式，認為PBL有助於自我學習和知識存留，同時也有助於專業文獻與圖書館資源的使用。本研究結果可提供將來國內各校物理治療系實施PBL課程之參考。

 

 

 

關鍵字：問題導向學習、物理治療教育、技職教育

 

 

Initial Trial of Problem-Based Learning in Physical Therapy Education for Technologic College Students

 

Yi-Liang Kuo *　Lee-Chun Tang **　Pei-Lan Chen ***

 

* Yi-Liang Kuo, Assistant Professor, Department of Physical Therapy, Tzu Chi University; Assistant Professor, Department of Physical Therapy, Tzu Chi College of Technology

 

** Lee-Chun Tang, Lecturer, Department of Nursing, Tzu Chi College of Technology

 

*** Pei-Lan Chen, Assistant Professor, Institution of Education, Tzu Chi University

 

Abstract

 

Problem-based learning (PBL) has been widely implemented in medical and nursing education as an innovative teaching strategy, however there is a lack of research investigating the application of PBL in physical therapy education in . This study was designed to evaluate the feasibility of PBL in teaching technologic college students in a 4-year physical therapy program. Introductory lectures on PBL, evidence-based medicine, and concept mapping were given in the beginning of the semester, followed by the discussion of two clinical scenarios.  Eleven Year 3 physical therapy students in a technologic college selected this elective PBL course, and all of them agreed to participate in this study. Structured questionnaire, semi-structured interview and weekly learning diary were used to evaluate students’ learning outcomes.  The results show that although students had lower satisfaction toward self-learning the majority of them thought highly of the method of small group learning.  The PBL course provided the opportunity to develop the abilities as a self-directed learner and facilitated knowledge retention. In the meantime, the PBL course enhanced the use of professional literature and library resources. The results of this study provide recommendations for implementing PBL in physical therapy curriculum in the future.

 

 

 

Keywords：problem-based learning, physical therapy education, technological and vocational education.