Engelsk titel: Student assessment of problem-based learning in an advanced interdisciplinary programme for
mental health care
Läs online
Författare:
Skumsnes A
;
Holmboe AM
;
Naess-Andresen B
Email: amholmboe@online.no
Språk: Nor
Antal referenser: 13
Dokumenttyp:
Artikel
UI-nummer: 06043754
Sammanfattning
Design: 80 students were asked
about their experiences with
problem-based learning (PBL),
including the student and tutors
role. The questionnaires had
scales from 1–7, best score was
7. Data from the study were analysed
quantitatively with a computer
programme, SPSS and
results presented in one table. A
student assessment was conducted
two years later, following
some improvements in the programme.
Results: The students assessed
their own activity with higher scores
than the tutors role in the tutorials.
The results showed that the
students experienced a secure
atmosphere in the group and felt
that the climate in the tutorials
was of great importance for the
learning process.
In the student assessment two
years later, the students answered
that the tutors role was good , but
the students wanted more challenges,
feedback and critical comments
from the tutors.
The results indicate that the perceptions
of the tutors role had
developed in a positive way
and PBL had enhanced interdisciplinary
learning. The students
answers also indicated that they
got to know each other professions
better after working in the
tutorials. The intensions of PBL in
the programme have been fulfilled
to a greater extent after two years,
but interdisciplinary learning
needs to be further developed.