運用合作式問題導向學習法提升跨領域早期療育研究生之學習成效及團隊合作

Early intervention emphasizes interprofessional collaboration to support children and their families. Therefore, implementing interprofessional education during students’ academic training can help develop practical competencies. This study aimed to explore the implementation process and outcomes of integrating Problem-Based Learning (PBL) and Cooperative Learning strategies to enhance graduate students’ classroom performance, problem-solving, critical thinking, and collaborative interaction in the field of early intervention. Participants were first- and second-year graduate students in an Early Intervention master's program enrolled in a course titled The Theory and Practice of International Classification of Functioning, Disability and Health (ICF). The course adopted a cooperative PBL approach, utilizing problem-based case scenarios designed within the framework of the World Health Organization’s ICF to guide peer communication and discussion. Following an action research framework, the study used a quasi-experimental one-group pretest-posttest design to examine changes before and after implementing the cooperative PBL strategy. Quantitative measures included the Interprofessional Learning Effectiveness Scale, the Teamwork Competency Scale, and the Critical Thinking Disposition Inventory. Additionally, a high-performance team self-assessment checklist was used to monitor team collaboration throughout the course. Qualitative data were collected through student interviews, teaching observations, and reflective journals. Results showed that students’ self-rated team collaboration performance gradually improved during the course. While there was a general trend of improvement across all scales from pretest to posttest, the differences were not statistically significant. Interviews revealed that students initially felt unfamiliar with the cooperative PBL case discussion model but later became more adept at identifying key discussion points and generating interprofessional recommendations for the cases. Teacher reflections examined the functioning of the cooperative PBL method and provided suggestions for future teaching and research improvement.

Project ID:EDRPD1P0301
External Project ID:MOE-113-TPRMN-1009-001Y1

31-Aug-2025