“云PBL”学习法对医学生自主学习能力的影响研究
|
摘要
目的研究"云PBL"学习法对医学生自主学习能力的影响。方法设置前后对照实验:以浙江中医药大学临床医学专业2015级及2016级学生为研究对象。分别在该学期的期初和期末接受有关"医学生自主学习能力测评"的相同问卷调查,设置期末组为实验组,期初组为对照组。结果 30个指标中,28个实验组的评价指标明显优于对照组,两组评价指标差异有统计学意义(P <0.05)。结论 "云PBL"学习法对医学生在"自我动机""学习信念""制定学习目标及计划""自我监测及调节""获取及处理信息"及"交流合作能力"等方面的自主学习能力有积极影响。
Objective To study on the "Cloud PBL" learning method's effects on the self-directed learning ability of medical students. Methods Set the pre-post control experiment as follows: the students of grade 2015 and grade 2016 in the clinical medicine specialty of Zhejiang Chinese Medical University were studied. At the beginning of the semester and the end of the semester, they received the same questionnaire survey about "selfdirected learning ability assessment of medical students". The end group was set as the experimental group and the beginning group as the control group. Results Among the 30 assessment indexes, 28 of the experimental group were significantly better than those of the control group, and there were statistical differences between the two groups(P < 0.05). Conclusion The "Cloud PBL" learning method affects positively on the self-directed learning ability of medical students in terms of "self-motivation", "learning belief", "setting learning goals and plans", "self-monitoring and regulation",vacquiring and processing information" and "ability to communicate and cooperate".
Objective To study on the "Cloud PBL" learning method's effects on the self-directed learning ability of medical students. Methods Set the pre-post control experiment as follows: the students of grade 2015 and grade 2016 in the clinical medicine specialty of Zhejiang Chinese Medical University were studied. At the beginning of the semester and the end of the semester, they received the same questionnaire survey about "selfdirected learning ability assessment of medical students". The end group was set as the experimental group and the beginning group as the control group. Results Among the 30 assessment indexes, 28 of the experimental group were significantly better than those of the control group, and there were statistical differences between the two groups(P < 0.05). Conclusion The "Cloud PBL" learning method affects positively on the self-directed learning ability of medical students in terms of "self-motivation", "learning belief", "setting learning goals and plans", "self-monitoring and regulation",vacquiring and processing information" and "ability to communicate and cooperate".
引文
[1]邬元曦,郑正,蔡宛如,等.“云PBL”学习法在临床思维训练中的应用研究[J].浙江中医药大学学报,2016,40(12):948-951.
[2]田蕾,孙宝志.对我国七省市抽样调查临床医生岗位胜任力的现状及其评价[J].医学教育管理,2015,1(1):29-33.
[3]王小丹,汤刚琴,王素珍,等.医学生自主学习能力测评量表的构建[J].中国健康心理学杂志,2014,22(7):1034-1037.
[4]吕静,闫力,张昕烨,等.基于问题的学习教学法在外科护理学教学中的应用研究[J].中华护理教育,2014,ll(l):27-29.
[5]曾芬莲,张咏梅,黄芸,等.PBL教学模式对护理本科生自主学习能力的影响[J].中国社区医师,2017,33(23):166-169.
[6]鲁明骞,李圣杰,李书国,等.PBL教学模式在医学本科生科研训练中的应用[J].中国病案,2017,18(6):84-87.
[7]陈建治,霍光,史月华,等.PBL在口腔修复学教学改革中的实践和探索[J].口腔颌面修复学杂志,2014,15(1):40-43.
[8]夏西超,于瑞雪,李冰洁,等.PBL教学法对全科医生自主学习能力的影响[J].卫生行政管理,2018,36(20):144-146.
[9]Mary C.E.,Anastasia K.Supporting student Self-regulated learning in problem-and project-based learning[J].The interdisciplinary journal of problem-based learning,2013,7(2):128-150.
[10]肖立,孟立军.“级联效应”:一项基于PBL美国21世纪大学生自主学习能力培养的质性研究[J].中国远程教育,2017(12):38-45.
[11]苏彤,潘霄,崔轶,等.以《医学心理学》课程为例探讨医学生自主学习能力对PBL教学效果的影响[J].中华医学教育探索杂志,2018,17(2):157-161.
[12]Chan Lap Ki,Bridges Susan M,Doherty Iain,et al.A Qualitative Study on How Health Professional Students and Their PBLFacilitators Perceive the Use of Mobile Devices During PBL[J].Interdisciplinary Journal of Problem-based Learning,2015,9(1):83-95.
[2]田蕾,孙宝志.对我国七省市抽样调查临床医生岗位胜任力的现状及其评价[J].医学教育管理,2015,1(1):29-33.
[3]王小丹,汤刚琴,王素珍,等.医学生自主学习能力测评量表的构建[J].中国健康心理学杂志,2014,22(7):1034-1037.
[4]吕静,闫力,张昕烨,等.基于问题的学习教学法在外科护理学教学中的应用研究[J].中华护理教育,2014,ll(l):27-29.
[5]曾芬莲,张咏梅,黄芸,等.PBL教学模式对护理本科生自主学习能力的影响[J].中国社区医师,2017,33(23):166-169.
[6]鲁明骞,李圣杰,李书国,等.PBL教学模式在医学本科生科研训练中的应用[J].中国病案,2017,18(6):84-87.
[7]陈建治,霍光,史月华,等.PBL在口腔修复学教学改革中的实践和探索[J].口腔颌面修复学杂志,2014,15(1):40-43.
[8]夏西超,于瑞雪,李冰洁,等.PBL教学法对全科医生自主学习能力的影响[J].卫生行政管理,2018,36(20):144-146.
[9]Mary C.E.,Anastasia K.Supporting student Self-regulated learning in problem-and project-based learning[J].The interdisciplinary journal of problem-based learning,2013,7(2):128-150.
[10]肖立,孟立军.“级联效应”:一项基于PBL美国21世纪大学生自主学习能力培养的质性研究[J].中国远程教育,2017(12):38-45.
[11]苏彤,潘霄,崔轶,等.以《医学心理学》课程为例探讨医学生自主学习能力对PBL教学效果的影响[J].中华医学教育探索杂志,2018,17(2):157-161.
[12]Chan Lap Ki,Bridges Susan M,Doherty Iain,et al.A Qualitative Study on How Health Professional Students and Their PBLFacilitators Perceive the Use of Mobile Devices During PBL[J].Interdisciplinary Journal of Problem-based Learning,2015,9(1):83-95.