PBL教学模式在技能实训教学中的应用研究
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摘要
目的:探讨PBL教学模式在技能实训教学中的应用效果。研究对象选取冀唐学院2015级临床专业两个班共57名学生,在2018年9月至2018年12月间进行比较性研究。传统组:采用常规带教模式(n=27),主要为课堂教学;PBL组:结合技能实训课程内容,采用"以学生为主体"的PBL授课模式(n=30),将学生平均分为3个小组,过程为老师提出问题,学生查找相关文献,讨论问题,最后总结,学习。然后对两组的实践成绩应用t检验进行统计,利用调查问卷统计两组学生对PBL教学法的满意度,学生收获及教学效果。结果:1.PBL组学生实践课成绩得分(84.03±7.94)分,传统组学生实践课成绩得分(74.41±8.20)分,PBL组学生实践课成绩优于传统组,差异具有统计学意义(P<0.05)。2.调查问卷结果表明,学生对PBL教学很满意,收获很大,教学效果调查显示:PBL组在实践操作能力、自主学习能力、自主创新能力、处理问题的能力、开拓知识面、激发学习兴趣等方面均高于传统组,差异具有统计学意义(P<0.05)。80.00%学生认为实践技能传授方面,"以学生为主体"的PBL教学模式更适用于现代教学,83.30%学生认为"以学生为主体"有助于督促自主学习,PBL教学法的教学模式得到了学生的认可和支持。结论:"以学生为主体"的PBL教学模式更适用于临床技能实践课,能充分调动临床医学专业学生学习的积极性及主动性。
Objective To explore the application effect of PBL teaching mode in skill training. Methods The study subjects selected 57 students in Class 6 and Class 12 of the 2015 clinical majors, including 27 in Class 6 and 30 in Class 12. The research period was from September 2018 to December 2018. Traditional group: Class 6 use the regular teaching mode(n=27), mainly for classroom teaching; PBL group: combined with the skills training course content, Class 12 adopt the "student-based" PBL teaching mode(n=30), the students are divided into three groups on average. The process is first, the teacher asks questions, then the students find relevant documents, discuss the questions, and conclude. Then the t test was used to calculate the actual performance of the two groups on the PBL teaching method, the students' harvest and teaching effects. The questionnaire was used to calculate the satisfaction of the two groups of students.Results 1.The scores of students in the PBL group were 84.03±7.94, and those in the traditional group were 74.41±8.20. The PBL group students' practice scores were better than the traditional ones, and the difference was statistically significant(P<0.05). 2. The results of the questionnaire showed that the students were very satisfied with the PBL teaching, and the results were very good. The teaching effect survey showed that the PBL group was superior to the traditional group in terms of practical operation ability, independent learning ability, independent innovation ability, ability to deal with problems, open up knowledge, and stimulate interest in learning. The difference was statistically significant(P<0.05)). 80.00% of students believe that the teaching method of "student-centered" is superior to traditional teaching in practical skills teaching, and 83.30% of students believe that"student-centered"helps to promote independent learning. The PBL teaching mode has been recognized and supported by students. Conclusion The "student-centered" PBL teaching model is more suitable for clinical skills practice classes, which can fully mobilize the enthusiasm and initiative of clinical medical students.
Objective To explore the application effect of PBL teaching mode in skill training. Methods The study subjects selected 57 students in Class 6 and Class 12 of the 2015 clinical majors, including 27 in Class 6 and 30 in Class 12. The research period was from September 2018 to December 2018. Traditional group: Class 6 use the regular teaching mode(n=27), mainly for classroom teaching; PBL group: combined with the skills training course content, Class 12 adopt the "student-based" PBL teaching mode(n=30), the students are divided into three groups on average. The process is first, the teacher asks questions, then the students find relevant documents, discuss the questions, and conclude. Then the t test was used to calculate the actual performance of the two groups on the PBL teaching method, the students' harvest and teaching effects. The questionnaire was used to calculate the satisfaction of the two groups of students.Results 1.The scores of students in the PBL group were 84.03±7.94, and those in the traditional group were 74.41±8.20. The PBL group students' practice scores were better than the traditional ones, and the difference was statistically significant(P<0.05). 2. The results of the questionnaire showed that the students were very satisfied with the PBL teaching, and the results were very good. The teaching effect survey showed that the PBL group was superior to the traditional group in terms of practical operation ability, independent learning ability, independent innovation ability, ability to deal with problems, open up knowledge, and stimulate interest in learning. The difference was statistically significant(P<0.05)). 80.00% of students believe that the teaching method of "student-centered" is superior to traditional teaching in practical skills teaching, and 83.30% of students believe that"student-centered"helps to promote independent learning. The PBL teaching mode has been recognized and supported by students. Conclusion The "student-centered" PBL teaching model is more suitable for clinical skills practice classes, which can fully mobilize the enthusiasm and initiative of clinical medical students.
引文
[1]唐永刚,王洪艳,岳明道,等.“四维一体”实践教学综合体系探索[J].阴山学刊(自然科学版),2017,31(1):1-3.
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[5]杨佩,钟妮尔,王欢,等.电脑模拟人联合慕课教学模式在留学生诊断学教学的综合应用[J].中国继续医学教育,2016,8(17):21-23.
[6]卢洁虹.基于虚拟现实的中等卫生职业学校实训教学模式构建与应用研究[D].广州:广东技术师范学院,2016.
[7]蒋军红.激发医学生对诊断学的兴趣和临床诊断思维的培养[J].现代医药卫生,2016,32(9):1409-1410.
[8]邢鹂健.PBL 教学法在《诊断学》实验教学中应用的效果评价[D].济南:山东大学,2015.
[9]贾贵兰.浅谈诊断学体格检查中六环节课堂教学模式的有效应用[J].卫生职业教育,2013,31(22):41-42.
[10]Daniel Amoako-Sakyi,Harold Amonoo-Kuofi.Problem-based learning in resource-poor settings:lessons from a medical school in Ghana [J].BMC Med Educ.2015,15:221.
[11]Jordan Tsigarides,Laura R.Wingfield,Myutan Kulendran.Does a PBL-based medical curriculum predispose training in specific career paths?A systematic review of the literature[J].BMC Res Notes.2017,10:24.
[2]苗原,侯刚.系统整合及翻转课堂的联合教学模式在病理学教学改革中的应用解析[J].中国继续医学教育,2017,9(19):8-10.
[3]杨幼波,胡平安,谢艳红,等.八年制医学生临床诊断学见习课教学模式初探[J].现代生物医学进展,2013,13(4):757-759.
[4]达静静,皮明婧,杨霞,等.不同教学模式在临床诊断见习教学中的应用评价[J].中国现代医学杂志,2016,26(17):130-133.
[5]杨佩,钟妮尔,王欢,等.电脑模拟人联合慕课教学模式在留学生诊断学教学的综合应用[J].中国继续医学教育,2016,8(17):21-23.
[6]卢洁虹.基于虚拟现实的中等卫生职业学校实训教学模式构建与应用研究[D].广州:广东技术师范学院,2016.
[7]蒋军红.激发医学生对诊断学的兴趣和临床诊断思维的培养[J].现代医药卫生,2016,32(9):1409-1410.
[8]邢鹂健.PBL 教学法在《诊断学》实验教学中应用的效果评价[D].济南:山东大学,2015.
[9]贾贵兰.浅谈诊断学体格检查中六环节课堂教学模式的有效应用[J].卫生职业教育,2013,31(22):41-42.
[10]Daniel Amoako-Sakyi,Harold Amonoo-Kuofi.Problem-based learning in resource-poor settings:lessons from a medical school in Ghana [J].BMC Med Educ.2015,15:221.
[11]Jordan Tsigarides,Laura R.Wingfield,Myutan Kulendran.Does a PBL-based medical curriculum predispose training in specific career paths?A systematic review of the literature[J].BMC Res Notes.2017,10:24.
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