Influence of new educational technology on problem-based learning at Harvard Medical School
Influence of new educational technology on problem-based learning at Harvard Medical School
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DOI：
10.1111/j.1365-2929.2005.02105.x
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发表时间：
2005-04-01
影响因子：
6
通讯作者：
Hafler, JP
中科院分区：
文献类型：
--
作者：
Price Kerfoot, B;Masser, BA;Hafler, JP
目的：哈佛医学院的所有小组辅导室都安装了50英寸壁挂式等离子屏幕和宽带互联网接入的计算机。本研究探讨了这种教育技术的引入对基于问题的学习教程的影响。方法在不同的时间点（2002年秋季和2003年春季）观察了37个按年级分层的辅导小组，以记录这些技术的使用模式。基于这些观察，课程结束后的调查被开发出来并分发给学生和导师。对观察性实地记录和开放式调查答复进行了主题定性分析。结果采用5分制量表，学生和导师都表示技术对他们的辅导有积极的影响。2002年秋季，在一年级和二年级的辅导课上，每一小时观察平均分别使用等离子屏幕17.8分钟和22.1分钟；在2003年春季，使用时间分别下降到6.9分钟和5.9分钟。所使用的资源包括互联网网站（占总使用时间的54%）、学生的ppt演示（占22%）和课程特定帖子（占24%）。注意到使用中明显的课程特定差异。观察和调查数据显示，这些技术打断了教程讨论的流程。学生和导师们担心等离子屏幕可能会改变辅导课中解决问题的过程。结论：学生和导师均报告电脑和壁挂式等离子屏幕的引入对辅导课产生了积极的影响。有人提出了关于这种技术如何改变教程动态的问题。需要进一步的研究来调查这些教学问题。
PURPOSE Computers with 50-inch, wall-mounted plasma screens and broadband Internet access were installed in all small group tutorial rooms at Harvard Medical School. This study examines how the introduction of this educational technology impacted on the problem-based learning tutorials.METHOD A total of 37 tutorial groups, stratified by year of student, were observed at separate timepoints (autumn 2002, spring 2003) to document the patterns of use of the technologies. Based on these observations, end-of-course surveys were developed and distributed to students and tutors. Observational field notes and open-ended survey responses were qualitatively analysed for themes.RESULTS Using a 5-point rating scale, both students and tutors indicated that the technologies had a positive impact on their tutorials. In autumn 2002, plasma screens were used for an average of 17.8 and 22.1 minutes per 1-hour observation in Year 1 and 2 tutorials, respectively; in spring 2003, usage declined to 6.9 and 5.9 minutes, respectively. Resources utilised included Internet sites (54% total use time), PowerPoint presentations by students (22%), and course-specific postings (24%). Marked course-specific variation in usage was noted. Observational and survey data revealed that the technologies interrupted the flow of tutorial discussion. Students and tutors expressed concerns that the plasma screens might be altering the process of problem solving in the tutorials.CONCLUSIONS Both students and tutors reported that the introduction of computers and wall-mounted plasma screens had impacted positively on tutorials. Questions were raised as to how this technology might alter tutorial dynamics. Further research will be needed to investigate these pedagogical concerns.