문제바탕학습의 실시기간이 의학전문대학원 학생들의 학습동기와 자기주도학습 준비도에 미치는 영향

• Published in: Korean journal of medical education Vol. 22; no. 1; pp. 23 - 31
• Main Authors: 윤소정(So Jung Yune), 임선주(Sun Ju Im), 이선희(Sun Hee Lee), 백선용(Sun Yong Baek), 이상엽(Sang Yeoup Lee)
• Format: Journal Article
• Language: Korean
• Published: 한국의학교육학회 31.03.2010
• Subjects: 기타의약학; Learning; Problem-based learning; Program evaluation; Motivation
• ISSN: 2005-727X; 2005-7288

Purpose: Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. Methods: The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. Results: PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Conclusion: Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL. KCI Citation Count: 11