درک مسیرهای روانشناختی پایه با استفاده از مدل 3DS Biggs
Abstract
1- Introduction
2- The present study
3- Methods
4- Results
5- Discussion
References
Abstract
Adopting Biggs' (2003) 3P (presage, process, product) model, this study examined the role of individual preparedness, member's contribution, motivation, enjoyment in students' learning, readiness for interprofessional learning, and attainment of desired outcomes in the context of computer-supported interprofessional team-based learning (CS-IPTBL). A sample of 531 health and social care students (Chinese medicine, medicine, nursing, pharmacy, occupational therapy, and social work) from two universities in Hong Kong participated in the study. Mediational analysis showed that task value (motivation and enjoyment) and utility (perceived usefulness) played a significant mediating role between perceived preparedness and perceived individual contribution and outcomes. The study enriched the extant research by showing possible pathways that determined students' achievement in CS-IPTBL. Findings suggest that students' achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources: individual preparedness and members' valuable contribution (presage). Key findings and their implications for program enhancement and teaching are provided.
Introduction
Team-based learning (TBL) has become increasingly popular in health care education because of the importance of team management in providing quality patient care (WilsonDelfosse, 2012). It emphasizes active learning, collaboration, and the use of authentic application exercises following a sequence of three activities: phase 1= pre-class preparation (out of class), phase 2 = readiness assurance (in class), phase 3= application exercises (in class). This approach which originated from business education (Michaelsen, Sweet, & Parmelee, 2008) underscores students’ accountability by coming to class prepared thereby saving time for a more important in-class activities (Michaelsen, Knight & Fink, 2002). As Sweet & Pelton-Sweet (2008, p. 29) explained, “what sets TBL apart from other forms of small group learning is its accountability structure—a rhythm of moments in which students’ social and intellectual experiences of the classroom become interlocked and amplified”. This sense of accountability enables the students to have an overview of the fundamental concepts that will prepare them to contribute meaningfully in the team-based learning session (Anwar, Shaikh, Dash, & Khurshid, 2012; Cheng et al., 2014; Kumar & Gadbury-Amyot, 2012; Letassy, Fugate, Medina, Stroup, & Britton, 2008; Stein, Colyer, & Manning, 2016; Vasan, Defouw, & Compton, 2011; Wiener, Plass & Marz, 2009; Zingone et al., 2010).