关键因素拟合网络式PBL学习效果评价模型的实证研究

Evaluation method about the learning effect of web-based PBL with key factors simulation

目的探讨采用公因子作为网络式PBL学习效果评价的关键因素的方法的可行性。方法对2007、2008级广州医学院临床医学专业学生发放自制调查问卷，2周后通过网络再次发放此调查问卷以获取研究资料。采用Cranach’sα系数评价问卷结构的内部一致性；采用因子分析法评价各测量指标间的相关关系；提取各指标问的共性因素即公因子作为评价学习效果的关键因素，并给出其对学习效果评价的合理解释；按关键因素拟合出学习效果评价模型，并考核模型拟合效果。结果学习效果评价多因素回归模型（WPBLSUM）=37．109＋3．163集体协作能力＋3．117自学技能和探究精神＋2．230临床推理和解决问题能力＋2．637网络课堂医学知识的记忆和理解。该模型的确定系数R2为0．998，校正的确定系数R2为0．998，说明其拟合效果显著。结论采用因子分析中的公因子作为评价学习效果关键因素综合指标是可行的。这些关键因素能从四个方面反映网络式PBL学习效果。

Objective This paper aims to use components as the key factors to explore the feasibility of evaluation method about the learning effect of Web-based PBL. Methods We distributed a questionnaire to 101 students of clinical class of 2007 and 2008 grade in Guangzhou Medical University, and electronically distributed after 2 weeks. Cranach＇s ol coefficient was used to evaluate intrinsic consistency reliability of the questionnaire. We applied principal axis factoring to extract components and to explain components which were orthogonally rotated by varimax. Multi-factor regression model was simulated with key factors and the model＇s performance of fitting was tested. Results Multi-factor regression mode （WPBLSUM）= 0.545 Collective collaboration capabilities ＋0.202 Self-learning and quest skills ＋0.137 linical reasoning and problem-solving capabilities ＋0.116 memorizing and understanding of medical knowledge. The coefficient of determination R2 was 0.998 and the corrected coefficient of determination R2 was 0.998, indicating that the model＇ s fit results are obvious. Conclusion This paper demonstrates that using components as the key factors to simulate and assessing the Web-based PBL learning effect is feasible, which assesses the Web-based PBL learning effect well from four different aspects.