摘要：This study examined the effectiveness of a faculty
training program for problem-based learning (PBL) facilitation. A multi-level
approach was used, following Kirkpatrick’s levels for assessing
training effectiveness. Data were obtained from (1) tutor training workshop
evaluations, (2) a survey of tutors’ attitudes and beliefs, (3) changes in
tutors’ perceptions of their teaching styles through pre- and post-testing
using the Teaching Styles Inventory (TSI), (4) changes in student attitudes and
self-perceptions of their learning styles through pre- and post-testing using the
Self-directed Learning Readiness Scale (SDLRS) and the revised Study Process
Questionnaire (SPQ). The authors contend that measures were obtained for
Kirkpatrick levels 1, 2, and 4 (Reaction,
Learning, and Results, respectively) but that no measure of Kirkpatrick level 3
was completed. Overall, it was concluded that the training program was
successful as measured at Kirkpatrick level 1 but was equivocally successful as
assessed at higher levels in Kirkpatrick’s model. In addition to drawing
conclusions regarding the training program for facilitators in PBL, limitations
and challenges associated with assessment at each level are highlighted.
关键词：Facilitator Training; Kirkpatrick Levels; Medical Education; Problem-Based Learning; Program Assessment; Revised Study Process Questionnaire (SPQ); Self-Directed Learning Readiness Scale (SDLRS); Teaching Styles Inventory (TSI)
