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Dr Bridges, Susan
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Dr Chen, Weichao
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Dr Ganotice, Jr., Fraide A.
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Dr Lin, Chin-Hsi
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Dr Tipoe, George Lim
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Dr Zheng, Binbin
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Abstract as per original application
(English/Chinese): |
Medical-school curricula have shifted towards competency-based medical education (CBME) to better prepare future physicians to meet the needs of healthcare in the 21st century. Within CBME, problem-based learning (PBL) has been widely adopted to develop students’ clinical reasoning, problem-solving, teamwork, and self-directed learning, all of which are important lifelong-learning skills for medical students and future doctors. On the other hand, the COVID-19 pandemic has catalysed the transition of teaching and learning from in-person to online settings, reshaping the educational landscape. Scholars expect that during the post-pandemic era, blended learning will be widely adopted as a means of embracing the values of traditional face-to-face teaching while taking advantage of the affordances of digital technologies.
This study thus proposes a blended problem-based learning (bPBL) model, in which PBL tutorials will still be delivered face-to-face, with the support of learning technologies including video triggers in face-to-face classrooms, a concept-mapping tool used in self-directed learning phases, and learning analytics to better capture student learning activity and provide multifaceted assessment. The effectiveness of bPBL will be examined in three ways. First, students’ collaborative knowledge construction will be explored using discourse analysis, based on analysis of conversational data from PBL tutorials and student-created concept maps, and comparison of such data across PBL and bPBL settings. Second, tutors’ facilitating strategies will be analysed using multimodal discourse analysis, and compared across those settings; and third, mixed-methods social network analysis will be used to longitudinally depict the social dynamics and roles played students and tutors, and how these differ between PBL and bPBL. The association between students’ network centrality and their students’ learning performance will also be explored.
This study is expected to have important implications for theory, practice, and faculty development. By examining PBL using innovative methodologies including discourse analysis, social network analysis, concept-mapping analysis, and learning analytics, this study should help us to more clearly and accurately understand the “black box” of PBL learning processes, and whether the bPBL curriculum and assessment model would an improvement upon it when it comes to supporting medical students’ knowledge, skills, and competence development. Moreover, the results of this study can inform the design of PBL professional development programmes, in terms of the specific facilitating strategies they should provide during each stage of a PBL curriculum, whether the PBL tutors are advanced or novice ones.
醫學院的課程已經轉向以勝任能力為導向的醫學教育（CBME），以更好地培養未來的醫生從而滿足21世紀的醫療保健需求。在CBME中，基於問題式學習（PBL）已被廣泛採用，以培養學生的臨床推理能力、解決問題的能力、團隊合作能力和自主學習能力，這些都是對於醫學生和未來醫生重要的終身學習技能。另一方面，COVID-19的大流行催化了教學和學習從面對面到在線環境的轉變，重塑了教育格局。作為一種同時接納傳統面對面教學的價值和利用數字技術的優勢的手段，學者們期望混合式學習將在後疫情時代被廣泛採用，
基於以上背景，本研究提出了一個基於問題的混合式學習（bPBL）模式，其中PBL輔導仍將面對面地進行，在學習技術的支持下，包括面對面教室中的視頻引導，在自我導向學習階段使用的概念圖工具，以及學習分析數據以更好地捕捉學生的學習活動並提供多方位的評估。bPBL的有效性將從三個方面來考察。首先，根據PBL教程中的對話數據和學生創建的概念圖的分析，以及在PBL和bPBL環境中這些數據的比較，學生的協作性知識構建將通過話語分析被探索。第二，導師的促進策略將被進行多模態話語分析，並在這些環境中進行比較；第三，混合方法的社會網絡分析會被用來縱向描述學生和導師的社會動態和角色，以及這些在PBL和bPBL之間的差異。學生人際關係網絡的中心性與他們學習表現之間的聯繫也會被探討。
這項研究預計將對理論、實踐和教職員發展產生重要影響。通過在研究PBL的過程中使用一些革新的方法包括話語分析、社會網絡分析、概念圖分析和學習數據分析，本研究應有助於我們更清楚和準確地了解PBL學習過程的 "黑盒子"，以及bPBL課程和評估模式在支持醫學生的知識、技能和能力發展方面是否會有改進。此外，本研究的結果可以為PBL專業發展項目的設計提供參考，即在PBL課程的每個階段應該提供的具體促進策略，以及判斷PBL導師是處於進階水平或是新手水平。
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