Seminar结合PBL模式在毒理学实验教学中的应用与思考
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摘要
目的评价Seminar结合基于问题学习(PBL)的教学模式在毒理学实验教学中的应用效果。方法 2016年12月～2018年1月采用随机抽样的方法将第三军医大学2013级和2014级预防医学及相关专业的学生90名分为三组,每组各30名,分别采用三种不同模式的教学法(传统教学法组、PBL教学法组、Seminar结合PBL教学法组)进行实验教学。采用问卷调查和考试成绩统计分析评估教学效果。结果与其他两组学员相比,Seminar结合PBL教学组的学员理论考试成绩和操作实践考试成绩显著升高,教学满意度更高,学习时间显著增加,各种能力(自主学习、独立思考、沟通交流、分析解决)和团队精神显著提高,差异有统计学意义(P <0.05)。结论 Seminar结合PBL教学手段不仅提高了毒理学实验教学的质量和学生的考试成绩,而且有助于学生综合素质的全面提升。
Objective To evaluate the application effect of Seminar combined with PBL teaching mode in teaching of Toxicology experiment. Methods From December 2016 to January 2018, 90 students with preventive medicine and related majors from Grade 2013 and Grade 2014 in Third Military Medical University were selected, they were divided into three groups by random sampling method, with 30 students in each group. Three different teaching models(traditional teaching group, PBL group and Seminar combined with PBL group) were used for experimental teaching. Questionnaire and grade statistics were used to analyze teaching effect. Results The scores of theoretical examination and operation practice examination of Seminar combined with PBL teaching group were significantly higher than the other two groups, the teaching satisfaction, academic record, learning time, autonomous learning ability, independent thinking ability, communication ability, analytical and solving ability, team spirit in the Seminar combined with PBL teaching group were significantly better than the other groups, the differences were statistically significant(P < 0.05). Conclusion Seminar combined with PBL teaching method not only improves the quality of toxicology experiment teaching and students′ examination results, but also contribute to the comprehensive improvement of students′ comprehensive quality.
Objective To evaluate the application effect of Seminar combined with PBL teaching mode in teaching of Toxicology experiment. Methods From December 2016 to January 2018, 90 students with preventive medicine and related majors from Grade 2013 and Grade 2014 in Third Military Medical University were selected, they were divided into three groups by random sampling method, with 30 students in each group. Three different teaching models(traditional teaching group, PBL group and Seminar combined with PBL group) were used for experimental teaching. Questionnaire and grade statistics were used to analyze teaching effect. Results The scores of theoretical examination and operation practice examination of Seminar combined with PBL teaching group were significantly higher than the other two groups, the teaching satisfaction, academic record, learning time, autonomous learning ability, independent thinking ability, communication ability, analytical and solving ability, team spirit in the Seminar combined with PBL teaching group were significantly better than the other groups, the differences were statistically significant(P < 0.05). Conclusion Seminar combined with PBL teaching method not only improves the quality of toxicology experiment teaching and students′ examination results, but also contribute to the comprehensive improvement of students′ comprehensive quality.
引文
[1]Berg N,De Wever B,Fuchs HW,et al.Toxicology in the21stcentury-working our way towards a visionary reality[J]Toxicol In Vitro,2011,25(4):874-881.
[2]Barchowsky A,Buckley LA,Carlson GP,et al.The toxicology education summit:building the future of toxicology through education[J].Toxicol Sci,2012,127(2):331-338.
[3]刘胜学,杨录军.卫生毒理学实验教程[M].西安:第四军医大学出版社,2006.
[4]张雪梅,王军,蒋雷,等.师生角色转换式教学在毒理学实验教学中的运用[J].南京医科大学学报:社会科学版,2017,17(2):167-169.
[5]曹冬黎,王立金,金韬.双语PBL教学法在病理生理学教学中的应用[J].基层医学论坛,2017,21(1):102-103.
[6]肖丹,李海涛,张磊,等.医学生循证医学PBL教学方法的教学效果评估研究[J].现代生物医学进展,2015,15(5):945-949.
[7]朱洁,张莉莉.CBL联合PBL教学法在神经病学临床教学中的应用初探[J].重庆医学,2017,46(16):2301-2302.
[8]周凯,吴鹏飞,范雁东,等.改良PBL教学方法在神经外科临床实习教学中的应用[J].中国医药导报,2017,14(20):168-171.
[9]陈英华,胡国栋,张琳,等.PBL教学法在我国基础医学教育中的应用及存在问题[J].中国继续医学教育,2015,7(18):7-8.
[10]代佑果,闫志军,马骏,等.案例式PBL教学法在普通外科教学中对学生批判性思维能力培养的探索研究[J].继续医学教育,2017,31(2):46-48.
[11]刘文斌,敖琳,崔志鸿,等.PBL教学模式在毒理学实验教学中的应用[J].现代生物医学进展,2013,13(20):3965-3967.
[12]张丽红,胡青平,张秀红.高校课堂教学改革中Seminar教学法的应用概况及状况思考[J].西部素质教育,2017,3(2):1-2.
[13]李莉,师如意,张新旺,等.Seminar教学法在医学遗传学教学中的探索与实践[J].基础医学教育,2016,18(5):347-349.
[14]王胜正,刘雪英,王玉琨,等.Seminar教学模式在药物化学本科生教学中的应用[J].中国医药导报,2017,14(10):146-148.
[15]Romanelli F.Seminar series course to teach essential knowledge and skills not covered in the traditional pharmacy curriculum[J].Am J Pharm Educ,2008,72(4):84.
[16]王涛,李佩芳,浦芳,等.病例讨论结合Seminar教学法在脑病科本科生临床教学中的应用[J].教育教学论坛,2017,(15):188-189.
[17]何丽华,柳强,谢颖,等.LBL、PBL、CBL和Seminar教学法在硕士生卫生学研究进展教学中联合运用的探讨[J].卫生职业教育,2017,35(15):33-35.
[18]张丽红,胡青平,张秀红,等.Seminar教学法在高校《应用微生物学》课堂教学改革中的可行性探索[J].高教学刊,2017(17):12-14.
[19]季秋实,许诺,王君玲,等.PBL中增加研讨会教学法在口腔外科实习教学中的应用[J].医学教育研究与实践,2017,25(2):294-296.
[20]赵龙姝,辛婕琛,蒋立文,等.重症医学临床教学中应用Seminar联合CMT教学法的研究[J].中国现代医生,2017,55(34):128-131.
[21]侯锐.PBL教学与Seminar教学相结合的妇产科学实习新模式[J].继续医学教育,2017,31(3):36-37.
[2]Barchowsky A,Buckley LA,Carlson GP,et al.The toxicology education summit:building the future of toxicology through education[J].Toxicol Sci,2012,127(2):331-338.
[3]刘胜学,杨录军.卫生毒理学实验教程[M].西安:第四军医大学出版社,2006.
[4]张雪梅,王军,蒋雷,等.师生角色转换式教学在毒理学实验教学中的运用[J].南京医科大学学报:社会科学版,2017,17(2):167-169.
[5]曹冬黎,王立金,金韬.双语PBL教学法在病理生理学教学中的应用[J].基层医学论坛,2017,21(1):102-103.
[6]肖丹,李海涛,张磊,等.医学生循证医学PBL教学方法的教学效果评估研究[J].现代生物医学进展,2015,15(5):945-949.
[7]朱洁,张莉莉.CBL联合PBL教学法在神经病学临床教学中的应用初探[J].重庆医学,2017,46(16):2301-2302.
[8]周凯,吴鹏飞,范雁东,等.改良PBL教学方法在神经外科临床实习教学中的应用[J].中国医药导报,2017,14(20):168-171.
[9]陈英华,胡国栋,张琳,等.PBL教学法在我国基础医学教育中的应用及存在问题[J].中国继续医学教育,2015,7(18):7-8.
[10]代佑果,闫志军,马骏,等.案例式PBL教学法在普通外科教学中对学生批判性思维能力培养的探索研究[J].继续医学教育,2017,31(2):46-48.
[11]刘文斌,敖琳,崔志鸿,等.PBL教学模式在毒理学实验教学中的应用[J].现代生物医学进展,2013,13(20):3965-3967.
[12]张丽红,胡青平,张秀红.高校课堂教学改革中Seminar教学法的应用概况及状况思考[J].西部素质教育,2017,3(2):1-2.
[13]李莉,师如意,张新旺,等.Seminar教学法在医学遗传学教学中的探索与实践[J].基础医学教育,2016,18(5):347-349.
[14]王胜正,刘雪英,王玉琨,等.Seminar教学模式在药物化学本科生教学中的应用[J].中国医药导报,2017,14(10):146-148.
[15]Romanelli F.Seminar series course to teach essential knowledge and skills not covered in the traditional pharmacy curriculum[J].Am J Pharm Educ,2008,72(4):84.
[16]王涛,李佩芳,浦芳,等.病例讨论结合Seminar教学法在脑病科本科生临床教学中的应用[J].教育教学论坛,2017,(15):188-189.
[17]何丽华,柳强,谢颖,等.LBL、PBL、CBL和Seminar教学法在硕士生卫生学研究进展教学中联合运用的探讨[J].卫生职业教育,2017,35(15):33-35.
[18]张丽红,胡青平,张秀红,等.Seminar教学法在高校《应用微生物学》课堂教学改革中的可行性探索[J].高教学刊,2017(17):12-14.
[19]季秋实,许诺,王君玲,等.PBL中增加研讨会教学法在口腔外科实习教学中的应用[J].医学教育研究与实践,2017,25(2):294-296.
[20]赵龙姝,辛婕琛,蒋立文,等.重症医学临床教学中应用Seminar联合CMT教学法的研究[J].中国现代医生,2017,55(34):128-131.
[21]侯锐.PBL教学与Seminar教学相结合的妇产科学实习新模式[J].继续医学教育,2017,31(3):36-37.