生理学教育におけるPBLの導入は、学生の成績の二分化をもたらすか? Does an introduction of PBL into the physiology education lead to any change on distribution of the medical students' results?

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At Osaka Medical College, we have introduced PBL from the second-year students through the fourth-year students since 2003. PBL mainly based on physiology and biochemistry has been carried out as a course of "metabolism and function" for four weeks at the beginning of PBL education. PBL is a good education method. However, there may be also the students not suitable for PBL. We examined the influence on distribution of the students' results in PBL. The investigation was done for 100 students in 2003 and 103 students in 2004. We analyzed the results of the examinations in Item Reaction Theory, especially using ability values of students. Each examination has 50 questions of multiple-choice type. Their average scores were 62.1±11.4 (SE) in 2003 and 62.2±10.0 (SE) in 2004. The peak values of the information curves were 70 at the ability of -1.7 in 2003 and 110 at 1.2 in 2004. The parameters determined in Item Response Theory were as follows: The median and 1/4digits values of parameter a (difficulty level) were 0.294 (0.77, -1.51) in 2003 and -0.438 (0.820,-1.9) in 2004. Those of parameter b (discrimination level) were 1.064 (2.04, 0.61) in 2003 and 1.14 (1.86,0.51) in 2004. Each ability level curve showed a typical Normal Distribution. We have mean=0.00 and SE=0.99, medianvalue=0.0534 (0.586, -0.462) in 2003 and -0.0012 (0.654, -0.452) in 2004. A introduction of PBL education method tends neither to divide the students into two groups nor to make a drop out group. <b>[Jpn J Physiol 55 Suppl:S238 (2005)]</b>

At Osaka Medical College, we have introduced PBL from the second-year students through the fourth-year students since 2003. PBL mainly based on physiology and biochemistry has been carried out as a course of "metabolism and function" for four weeks at the beginning of PBL education. PBL is a good education method. However, there may be also the students not suitable for PBL. We examined the influence on distribution of the students' results in PBL. The investigation was done for 100 students in 2003 and 103 students in 2004. We analyzed the results of the examinations in Item Reaction Theory, especially using ability values of students. Each examination has 50 questions of multiple-choice type. Their average scores were 62.1±11.4 (SE) in 2003 and 62.2±10.0 (SE) in 2004. The peak values of the information curves were 70 at the ability of -1.7 in 2003 and 110 at 1.2 in 2004. The parameters determined in Item Response Theory were as follows: The median and 1/4digits values of parameter a (difficulty level) were 0.294 (0.77, -1.51) in 2003 and -0.438 (0.820,-1.9) in 2004. Those of parameter b (discrimination level) were 1.064 (2.04, 0.61) in 2003 and 1.14 (1.86,0.51) in 2004. Each ability level curve showed a typical Normal Distribution. We have mean=0.00 and SE=0.99, medianvalue=0.0534 (0.586, -0.462) in 2003 and -0.0012 (0.654, -0.452) in 2004. A introduction of PBL education method tends neither to divide the students into two groups nor to make a drop out group. <b>[Jpn J Physiol 55 Suppl:S238 (2005)]</b>

Journal

  • Proceedings of Annual Meeting of the Physiological Society of Japan

    Proceedings of Annual Meeting of the Physiological Society of Japan 2005(0), S238-S238, 2005

    PHYSIOLOGICAL SOCIETY OF JAPAN

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