PBL并角色扮演法在医学功能学实验教学中应用
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摘要
目的探讨基于问题的学习(PBL)结合角色扮演方法在医学功能学实验教学中的作用与意义。方法以临床医学专业七年制150名学生为研究对象,实施PBL结合角色扮演教学,在课程结束后,发放调查问卷,评价教学效果。结果 85%以上的医学生认为有必要开展PBL结合角色扮演的实验教学,且其教学内容是可行的,对加强医学生医学功能学相关知识的学习与运用有很大的帮助,也提高了医学生参与实验教学的积极性和主动性。90%以上的医学生认为PBL结合角色扮演的教学方法对提高其主动学习、运用知识、合作沟通、分析问题和解决问题的能力有帮助。86%以上的医学生认为,在PBL结合角色扮演的教学过程中,教师在提高医学生主动学习、正确使用学习资源、分析问题和解决问题等的能力方面发挥了重要作用。结论 PBL结合角色扮演教学方法可明显提高医学功能学实验教学质量。
Objective To investigate the role and significance of problem-based learning(PBL) combined with role-play in the teaching of medical functional experiments. Methods A total of 150 medical students in the 7-year system were enrolled as subjects,and PBL combined with role-play was used for teaching.A questionnaire survey was performed after the course ended to evaluate the efficiency of the new teaching method. Results More than 85% of the students thought it was necessary and feasible to carry out PBL combined with role-play in experimental teaching,and it helped the students with the learning and application of the knowledge of medical functions and increased their enthusiasm and motivation to participate in experimental teaching.More than 90% of the students believed that PBL combined with role-play helped them to improve their abilities of active learning,knowledge application,cooperation and communication,problem analysis,and problem solving.More than 86% of the students thought that during teaching process of PBL combined with role-play,the teachers played an important role in improving their abilities of active learning,proper use of learning resources,problem analysis,and problem solving. Conclusion PBL combined with role-play can significantly improve the quality of the teaching of medical functional experiments.
Objective To investigate the role and significance of problem-based learning(PBL) combined with role-play in the teaching of medical functional experiments. Methods A total of 150 medical students in the 7-year system were enrolled as subjects,and PBL combined with role-play was used for teaching.A questionnaire survey was performed after the course ended to evaluate the efficiency of the new teaching method. Results More than 85% of the students thought it was necessary and feasible to carry out PBL combined with role-play in experimental teaching,and it helped the students with the learning and application of the knowledge of medical functions and increased their enthusiasm and motivation to participate in experimental teaching.More than 90% of the students believed that PBL combined with role-play helped them to improve their abilities of active learning,knowledge application,cooperation and communication,problem analysis,and problem solving.More than 86% of the students thought that during teaching process of PBL combined with role-play,the teachers played an important role in improving their abilities of active learning,proper use of learning resources,problem analysis,and problem solving. Conclusion PBL combined with role-play can significantly improve the quality of the teaching of medical functional experiments.
引文
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[2]奚百顺,童朝阳,王吉耀,等.PBL结合角色扮演教学模式在八年制急诊临床见习中的运用[J].中华医学教育探索杂志,2012,11(4):381-384.
[3]王盛花,庞刚,尹艳艳,等.基于PBL教学模式的基础医学课程整合教学改革和探索[J].解剖科学进展,2016,22(1):115-116.
[4]王美莲,王斯,曹雅明,等.PBL教学模式在病原生物学、免疫学及感染病学课程整合改革中的探索与实践[J].微生物学杂志,2012,32(4):106-109.
[5]江宜蓁,夏驭龙,兰学立.以问题为基础学习教学模式在临床医学课程教学中的应用[J].中华医学教育杂志,2012,32(5):733-737.
[6]丛文博,王贵领,吕艳卓,等.应用PBL教学法培养创新能力[J].教育教学论坛,2018(8):12-14.
[7]贾博,刘伟,郭庆东.初步探讨PBL教学在临床教学中的应用和优化[J].中华神经外科疾病研究杂志,2018,17(3):75-77.
[8]巩雪俐,凌灿,包雅丽,等.PBL结合LBL模式在人体机能学教学中的应用探索[J].新疆医科大学学报,2018,41(7):120-122.
[9]高云,李桂林,刘双梅,等.结合案例的PBL教学在医学生理学实验中的应用探讨[J].基础医学教育,2017,19(9):674-676.
[10]李娜,王利民,栾海云.PBL教学法在医学机能实验学中的实践与效果[J].四川生理科学杂志,2016,38(3):184-185.
[11]李连兴,孙义,孙亚楠.PBL教学与传统教学在临床医学教学中的应用效果比较[J].临床医药文献电子杂志,2017,4(28):5402-5403.
[12]孙吉平,张亚莉,李燕,等.PBL教学与传统教学在临床医学教学中的应用和体会[J].医学信息,2016,29(22):14-15.
[13]贺文,许丽辉,孙绍光,等.探讨PBL教学法在医学教育中的应用[J].生命的化学,2016(5):735-738.
[14]姚楚晨.浅论CPBL教学法在提高医学院校病理生理课教学质量中的应用效果[J].当代医药论丛,2016,14(22):152-153.
[15]柴高尚,陈俊良,李想,等.病理生理学PBL教学实践与思考[J].河南医学高等专科学校学报,2015,21(5):664-666.
[16]谭红梅,庄晓东,那晓东,等.病理生理学基础结合临床CBL+PBL+TBL教学模式探讨[J].基础医学教育,2017,19(6):408-410.
[17]张卓,周波,郭连莹,等.基于网络教学平台的PBL-TBL实践教学在团队不同角色中的应用效果比较[J].沈阳医学院学报,2017,19(4):375-377.
[18]崔刚,雷霆,莫立平,等.综合型教学模式在医学八年制病理学实验课教学中的应用研究[J].医学教育研究与实践,2017,25(6):915-917.
[19]阎敬,于爱鸣,王华芹.PBL结合多媒体在医学生物化学实验教学中的一点尝试[J].解剖科学进展,2016,22(2):226-227.
[20]王巧琳,段春燕,林燕.PBL和LBL双轨教学法在中西医结合肿瘤教学中的应用[J].检验医学与临床,2016,13(10):1437-1439.
[21]陈航,赵美眯,郑晓娇,等.PBL结合网络教学平台在医学机能实验课中的应用[J].解剖科学进展,2017,23(6):656-657.
[22]LEVINE H G,MCGUIRE C H.The use of role-playing to evaluate affective skills in medicine[J].Journal of Medical Education,1970,45(9):700-705.
[23]FARBSTEIN K.Role-playing case simulations:a tool to improve communication and enhance safety[J].Joint Commission Journal on Quality and Safety,2003,29(5):260-262.
[24]李姣,徐磊,高芙蓉,等.混合教学模式在医学基础实验课程中的应用[J].实验技术与管理,2018(1):177-179.
[25]李明芳,孙萍.角色扮演法在高职护理心理学教学中的实施探索[J].重庆医学,2018,47(5):710-712.
[26]刘煜亮.呼吸内科教学工作中采用角色体验式教学法的体会[J].高教学刊,2016(19):101-102.
[27]张敏,李瑞敏.PPT教学结合角色扮演法在手术室体位安置教学中的应用效果研究[J].求知导刊,2017(3):135.
[2]奚百顺,童朝阳,王吉耀,等.PBL结合角色扮演教学模式在八年制急诊临床见习中的运用[J].中华医学教育探索杂志,2012,11(4):381-384.
[3]王盛花,庞刚,尹艳艳,等.基于PBL教学模式的基础医学课程整合教学改革和探索[J].解剖科学进展,2016,22(1):115-116.
[4]王美莲,王斯,曹雅明,等.PBL教学模式在病原生物学、免疫学及感染病学课程整合改革中的探索与实践[J].微生物学杂志,2012,32(4):106-109.
[5]江宜蓁,夏驭龙,兰学立.以问题为基础学习教学模式在临床医学课程教学中的应用[J].中华医学教育杂志,2012,32(5):733-737.
[6]丛文博,王贵领,吕艳卓,等.应用PBL教学法培养创新能力[J].教育教学论坛,2018(8):12-14.
[7]贾博,刘伟,郭庆东.初步探讨PBL教学在临床教学中的应用和优化[J].中华神经外科疾病研究杂志,2018,17(3):75-77.
[8]巩雪俐,凌灿,包雅丽,等.PBL结合LBL模式在人体机能学教学中的应用探索[J].新疆医科大学学报,2018,41(7):120-122.
[9]高云,李桂林,刘双梅,等.结合案例的PBL教学在医学生理学实验中的应用探讨[J].基础医学教育,2017,19(9):674-676.
[10]李娜,王利民,栾海云.PBL教学法在医学机能实验学中的实践与效果[J].四川生理科学杂志,2016,38(3):184-185.
[11]李连兴,孙义,孙亚楠.PBL教学与传统教学在临床医学教学中的应用效果比较[J].临床医药文献电子杂志,2017,4(28):5402-5403.
[12]孙吉平,张亚莉,李燕,等.PBL教学与传统教学在临床医学教学中的应用和体会[J].医学信息,2016,29(22):14-15.
[13]贺文,许丽辉,孙绍光,等.探讨PBL教学法在医学教育中的应用[J].生命的化学,2016(5):735-738.
[14]姚楚晨.浅论CPBL教学法在提高医学院校病理生理课教学质量中的应用效果[J].当代医药论丛,2016,14(22):152-153.
[15]柴高尚,陈俊良,李想,等.病理生理学PBL教学实践与思考[J].河南医学高等专科学校学报,2015,21(5):664-666.
[16]谭红梅,庄晓东,那晓东,等.病理生理学基础结合临床CBL+PBL+TBL教学模式探讨[J].基础医学教育,2017,19(6):408-410.
[17]张卓,周波,郭连莹,等.基于网络教学平台的PBL-TBL实践教学在团队不同角色中的应用效果比较[J].沈阳医学院学报,2017,19(4):375-377.
[18]崔刚,雷霆,莫立平,等.综合型教学模式在医学八年制病理学实验课教学中的应用研究[J].医学教育研究与实践,2017,25(6):915-917.
[19]阎敬,于爱鸣,王华芹.PBL结合多媒体在医学生物化学实验教学中的一点尝试[J].解剖科学进展,2016,22(2):226-227.
[20]王巧琳,段春燕,林燕.PBL和LBL双轨教学法在中西医结合肿瘤教学中的应用[J].检验医学与临床,2016,13(10):1437-1439.
[21]陈航,赵美眯,郑晓娇,等.PBL结合网络教学平台在医学机能实验课中的应用[J].解剖科学进展,2017,23(6):656-657.
[22]LEVINE H G,MCGUIRE C H.The use of role-playing to evaluate affective skills in medicine[J].Journal of Medical Education,1970,45(9):700-705.
[23]FARBSTEIN K.Role-playing case simulations:a tool to improve communication and enhance safety[J].Joint Commission Journal on Quality and Safety,2003,29(5):260-262.
[24]李姣,徐磊,高芙蓉,等.混合教学模式在医学基础实验课程中的应用[J].实验技术与管理,2018(1):177-179.
[25]李明芳,孙萍.角色扮演法在高职护理心理学教学中的实施探索[J].重庆医学,2018,47(5):710-712.
[26]刘煜亮.呼吸内科教学工作中采用角色体验式教学法的体会[J].高教学刊,2016(19):101-102.
[27]张敏,李瑞敏.PPT教学结合角色扮演法在手术室体位安置教学中的应用效果研究[J].求知导刊,2017(3):135.