作者 Bayard, Barbara Lohse
書名 Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method
說明 354 p
附註 Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1874
Supervisor: Susan A. Nitzke
Thesis (Ph.D.)--The University of Wisconsin - Madison, 1994
Problem-based learning (PBL), a case-driven, student-centered educational approach, has been shown to foster critical thinking, problem solving, and self-directed learning skills, and enhance knowledge base acquisition and retention. PBL has been recommended by dietetic educators, but has not been formally evaluated. The purpose of this study was to describe dietetic student response to a PBL format. Subjects were 32 undergraduate dietetic students (UDS) in a lifecycle nutrition class and 52 dietetic interns (DI) from five Midwestern intern sites. The research design was a descriptive and evaluative case study with an embedded experimental design (generalized randomized block factorial). The UDS were randomly assigned to study the infant and elderly units using PBL or a lecture-based method. Data from the UDS and DI were obtained with ten instruments that assessed knowledge, attitude, learning style, sensation seeking traits, and opinions. Findings from the experimental component were analyzed with a three-way analysis of variance
PBL students were more apt to use articles, books, and professionals to study than lecture notes. Interpretation of knowledge acquisition results was confounded by significant treatment interactions: Only PBL UDS who started with the elderly unit scored higher than LBC UDS. Tenets that PBL enhances retention, self-directed learning skills, and motivation level were not supported for the UDS. PBL use was associated with a change in motivating factors from self and achievement to the group and knowledge. Use of memorization decreased for PBL UDS and DI; reflective thinking increased for PBL UDS, but confidence in problem solving skills did not increase. Self-directed learning skills and confidence in problem solving skills increased for DI; DI reported less frustration and stress with PBL than the UDS, rating PBL more positively on the Positive Learning Experience Scale and expressing a high desire to experience PBL again and incorporate the strategy into internship experiences
PBL is highly recommended as an educational strategy for DI, given schedular restructuring to allow time for independent study. PBL is suggested for UDS if time and resources can be devoted to modifying assessment strategies and assuaging fears about knowledge base acquisition and grades
School code: 0262
DDC
Host Item Dissertation Abstracts International 55-07A
主題 Education, Educational Psychology
Health Sciences, Nutrition
Education, Health
0525
0570
0680
Alt Author The University of Wisconsin - Madison