以教学问题为基础的学习结合以授课为基础的学习教学法在呼吸系统教学中的应用
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摘要
目的:研究以问题为基础的学习(PBL)结合以授课为基础的学习(LBL)教学法在呼吸系统教学中的应用效果。方法:以2016年1月-2017年12月于西安交通大学第一附属医院呼吸与危重症医学科实习的实习生84例为研究对象。将其以随机数字表法分成研究组(n=42)和对照组(n=42)。对照组予以传统LBL教学法进行教学,研究组则采用PBL结合LBL教学法进行教学。分别比较两组实习生各项考试成绩、对教学模式的评价情况以及对教学方式的满意度。结果:研究组实习生专业基础理论知识、病例处理能力成绩均高于对照组(P<0.05),而两组基本操作技能相比差异无统计学意义(P>0.05)。研究组实习生对教学模式的学习兴趣、知识理解、自主学习、课堂气氛、表达能力、人际交往的评分均高于对照组(P<0.05)。研究组实习生对教学方式满意度为92.86%(39/42),高于对照组的76.19%(32/42),差异有统计学意义(P<0.05)。结论:PBL结合LBL教学法应用于呼吸系统教学中效果明显,有利于提高实习生考试成绩以及满意度。
Objective: To study the application effect of problem-oriented learning(PBL) combined with lecture-based learning(LBL) teaching method in respiratory system teaching. Methods: 84 interns who worked at the Department of Respiratory and Critical Medicine of the First Affiliated Hospital of Xi'an Jiao Tong University from January 2016 to December 2017 were selected as the research subjects. They were divided into study group and control group according to random number table method. The control group was taught by the traditional LBL teaching method,while the study group was taught by PBL combined with LBL teaching method. The test results, the evaluation of the teaching method and the satisfaction of the teaching method of interns in the two groups were compared.Results: The scores of professional basic theoretical knowledge and case handling ability of interns in the study group were higher than those in the control group(P<0.05), but there was no significant difference in the basic operation skills of the two groups(P>0.05). The score of learning interest, knowledge understanding, self-learning, classroom atmosphere, expression ability and interpersonal communication of interns in the study group were higher than the control group(P<0.05). The satisfaction rate of the study group was 92.86%(39/42), which was higher than that of 76.19%(32/42) in the control group, and the difference was statistically significant(P<0.05). Conclusion: PBL combined with LBL teaching method is effective in respiratory system teaching, and it is conducive to improving the examination results and satisfaction of interns.
Objective: To study the application effect of problem-oriented learning(PBL) combined with lecture-based learning(LBL) teaching method in respiratory system teaching. Methods: 84 interns who worked at the Department of Respiratory and Critical Medicine of the First Affiliated Hospital of Xi'an Jiao Tong University from January 2016 to December 2017 were selected as the research subjects. They were divided into study group and control group according to random number table method. The control group was taught by the traditional LBL teaching method,while the study group was taught by PBL combined with LBL teaching method. The test results, the evaluation of the teaching method and the satisfaction of the teaching method of interns in the two groups were compared.Results: The scores of professional basic theoretical knowledge and case handling ability of interns in the study group were higher than those in the control group(P<0.05), but there was no significant difference in the basic operation skills of the two groups(P>0.05). The score of learning interest, knowledge understanding, self-learning, classroom atmosphere, expression ability and interpersonal communication of interns in the study group were higher than the control group(P<0.05). The satisfaction rate of the study group was 92.86%(39/42), which was higher than that of 76.19%(32/42) in the control group, and the difference was statistically significant(P<0.05). Conclusion: PBL combined with LBL teaching method is effective in respiratory system teaching, and it is conducive to improving the examination results and satisfaction of interns.
引文
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[25]Khoshnevisasl P,Sadeghzadeh M,Mazloomzadeh S,et al.Comparison of Problem-based Learning With Lecture-based Learning[J].Iran Red Crescent Med J,2014,16(5):e5186
[26]李静,陆瑾,阮志忠,等.PBL法结合LBL法在《针灸学》教学中的应用效果[J].中国针灸,2015,35(8):831-834
[27]郜攀,唐刚,肖航,等.PBL结合LBL教学法在老年医学教学中的应用[J].现代生物医学进展,2016,16(16):3168-3171
[28]张玉梅,王春雪,张宁,等.基于问题学习教学法结合传统教学法在血管神经病学教学中的应用[J].中国卒中杂志,2015,10(9):811-813Zhang Yu-mei,Wang Chun-xue,Zhang Ning,et al.Application of Problem-based Learning Method with the Lesson-based Learning Method in Vascular Neurology Teaching[J].Chinese Journal of Stroke,2015,10(9):811-813
[29]蒋本春,李春欣,郭丽娇,等.LBL结合PBL教学法在中医院校实验诊断学肝脏功能教学中的应用[J].长春中医药大学学报,2017,33(3):492-494
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[2]方萍,刘原,马肖容,等.基于转化医学理念开展呼吸内科临床教学改革[J].中国医学教育技术,2016,30(3):246-248,249
[3]Gryka R,Kiersma ME,Frame TR,et al.Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format[J].Curr Pharm Teach Learn,2017,9(2):302-310
[4]Frame TR,Cailor SM,Gryka RJ,et al.Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning[J].Am JPharm Educ,2015,79(4):51
[5]Taglieri C,Schnee D,Dvorkin Camiel L,et al.Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery[J].Curr Pharm Teach Learn2017,9(3):391-397
[6]徐思成,王一,万秋风,等.以问题为基础的教学方法在呼吸危重症医学见习中的应用价值探讨[J].中国中西医结合急救杂志,2016,23(5):551-553
[7]Meo SA.Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula[J].Adv Physiol Educ,2013,37(3):249-253
[8]Alley WD,Burns C,Hartman ND,et al.3 for the Price of 1:Teaching Chest Pain Risk Stratification in a Multidisciplinary,Problem-based Learning Workshop[J].West J Emerg Med,2018,19(3):613-618
[9]朱光发.临床病例教学法结合以问题为导向教学法在呼吸内科临床教学中的应用[J].中国医药,2015,10(6):898-899
[10]Chilkoti G,Mohta M,Wadhwa R,et al.Students'satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching[J].Indian J Anaesth,2016,60(11):821-826
[11]Bertran S,Boby H,Bertrand PM,et al.Comparison of video-based learning and lecture-based learning for training of ultrasound-guided central venous catheterization:a randomized controlled trial[J].Br JAnaesth,2017,118(4):628-630
[12]Samuelson DB,Divaris K,De Kok IJ.Benefits of Case-Based versus Traditional Lecture-Based Instruction in a Preclinical Removable Prosthodontics Course[J].J Dent Educ,2017,81(4):387-394
[13]Faisal R,Khalil-ur-Rehman,Bahadur S,et al.Problem-based learning in comparison with lecture-based learning among medical students[J].J Pak Med Assoc,2016,66(6):650-653
[14]Wardley CS,Applegate EB,Almaleki AD,et al.A Comparison of Students'Perceptions of Stress in Parallel Problem-Based and Lecture-Based Curricula[J].J Physician Assist Educ,2016,27(1):7-16
[15]Zhao B,Potter DD.Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students[J].J Surg Educ,2016,73(2):250-257
[16]Lucieer SM,van der Geest JN,Elói-Santos SM,et al.The development of self-regulated learning during the pre-clinical stage of medical school:a comparison between a lecture-based and a problem-based curriculum[J].Adv Health Sci Educ Theory Pract,2016,21(1):93-104
[17]胥杰,孙永昌.以问题为基础学习教学模式应用于呼吸科教学查房中医学生所用学习时间和学习效果的研究[J].中华医学教育杂志2015,35(4):568-571,620
[18]Gao S,Wang Y,Jiang B,et al.Application of problem-based learning in instrumental analysis teaching at Northeast Agricultural University[J].Anal Bioanal Chem,2018,410(16):3621-3627
[19]Burgess A,Roberts C,Ayton T,et al.Implementation of modified team-based learning within a problem based learning medical curriculum:a focus group study[J].BMC Med Educ,2018,18(1):74
[20]阳甜,李宏,陈天君,等.PBL与LBL教学法在内科学查房教学中的临床对比研究[J].现代生物医学进展,2016,16(29):5793-5796
[21]Kandi V,Basireddy PR.Creating a Student-centered Learning Environment:Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students[J].Cureus,2018,10(1):e2029
[22]Kumar N,Kanchan T,Unnikrishnan B,et al.Incorporating problem based learning into medical curriculum:An experience from a medical college in Mangalore[J].Indian J Pharmacol,2017,49(5):344-347
[23]Montassier E,Hardouin JB,Segard J,et al.e-Learning versus lecture-based courses in ECG interpretation for undergraduate medical students:a randomized noninferiority study[J].Eur J Emerg Med,2016,23(2):108-113
[24]Ilgüy M,Ilgüy D,Fisekcioglu E,et al.Comparison of case-based and lecture-based learning in dental education using the SOLO taxonomy[J].J Dent Educ,2014,78(11):1521-1527
[25]Khoshnevisasl P,Sadeghzadeh M,Mazloomzadeh S,et al.Comparison of Problem-based Learning With Lecture-based Learning[J].Iran Red Crescent Med J,2014,16(5):e5186
[26]李静,陆瑾,阮志忠,等.PBL法结合LBL法在《针灸学》教学中的应用效果[J].中国针灸,2015,35(8):831-834
[27]郜攀,唐刚,肖航,等.PBL结合LBL教学法在老年医学教学中的应用[J].现代生物医学进展,2016,16(16):3168-3171
[28]张玉梅,王春雪,张宁,等.基于问题学习教学法结合传统教学法在血管神经病学教学中的应用[J].中国卒中杂志,2015,10(9):811-813Zhang Yu-mei,Wang Chun-xue,Zhang Ning,et al.Application of Problem-based Learning Method with the Lesson-based Learning Method in Vascular Neurology Teaching[J].Chinese Journal of Stroke,2015,10(9):811-813
[29]蒋本春,李春欣,郭丽娇,等.LBL结合PBL教学法在中医院校实验诊断学肝脏功能教学中的应用[J].长春中医药大学学报,2017,33(3):492-494
[30]田代印,何云锋.PBL和LBL教学法在儿童呼吸内科教学中的比较[J].重庆医学,2016,45(12):1718-1719