A Study On Learning Motivation Of Medical Students Under PBL Teaching Method

ObjectivesThe objectives of this thesis lie in availing learning motivation level of medical students under problem-based learning method, finding the differences of learning motivation in some special dimension between the students who have been taught by PBL and those who haven't, including those have traditional classes for five years and the freshmen that begin to have the PBL classes from the second term till the end. The reasons that possibly produce the differences will be given a discuss in order to provide some data supports for PBL teaching reform in medical universities and institus.MethodsField survey. The basic data mainly comes from the field survey that is created by the researcher itself which has a testified reliability and structure validity .It consists of intrinsic motivation and extrinsic motivation two parts. Applying with exploring factor analysis methods, we divides the intrinsic learning motivation into four aspects: challenge, acquiring knowledge, professional interest and problem sensibility conscious,and extrinsic learning motivation into others' evaluation, friends' pressure, social value and seeking rewards. The field survey includes participants' basic human character such as age, gender, home, grade, single child or not and the teaching methods one have been with.Sample survey. The data about normal distribution of students' learning motivation level comes from the sample survey on the questionnaires of 1975 participants from grade 1 to grade 4 in China Medical Universities. We get another 320 copies from students under PBL in order to comparing with students under traditional teaching way.ResultsBased on the eight factors extracted from the survey, we made statistic analysis to the available data, finally we get the results: the total level of PBL students' learning motivation is equaled with the normal level. There is a significant difference in the aspects of professional interest, others' evaluation, seeking rewards and social value, namely, the level of PBL students in these aspects are bigger than non-PBL students. Furthermore, the level of problem sensibility aspect of PBL students is lower than non-PBL students. The thesis also takes a deep discuss about the reasons that may cause the differences.ConclusionsAccording to the data we achieved, we find that intrinsic motivation level is much higher than extrinsic motivation level, and professional interest is the most part of intrinsic learning motivation, while seeking rewards and social value are the largest force affected medical students.Not only can PBL teaching method increase students' interest to medical classes, but also it can decrease the distance between the level of intrinsic motivation and extrinsic motivation. Problem situation and group study form may be the reasons.Attentively, there is no significant effect on the ability of finding problem and resolving problem by problem-based learning way. So medical teaching workers should pay much attention to that and strengthen fostoring students' problem sensibility conscious.