PBL教学模式在高等医学教学改革中的应用分析
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摘要
目的探讨PBL教学模式在高等医学教学改革中的应用及其效果。方法选取我学院2015级临床医学专业的学生50名,随机分成对照组以及研究组各25名,对照组学生进行常规教学,研究组学生采用PBL教学模式进行教学,采用考试成绩以及教学成果方法进行教学评估。结果研究组教学质量优良率高于对照组(P <0.05),研究组学生学习成绩总分优于对照组(P <0.05)。结论 PBL教学模式是一种跨学科的学习方式,突出了学生为主体的教学理念,更好的训练医学生的临床思维,使之成为更加成熟的教学模式。
Objective To explore the application of PBL teaching mode in the reform of higher medical teaching and its effect. Methods 50 students of clinical medicine in our college were randomly divided into control group and research group, 25 students in each group. The students in the control group were taught routinely, while the students in the research group were taught by PBL mode, and the teaching evaluation was carried out by examination results and teaching results. Results The excellent rate of teaching quality in the study group was significantly higher than that in the control group(P < 0.05), and the total score of students in the study group was significantly better than that in the control group(P < 0.05). Conclusion PBL teaching mode is an interdisciplinary learning mode, highlighting the studentcentered teaching concept, better training of clinical thinking of medical students, making it a more mature teaching mode.
Objective To explore the application of PBL teaching mode in the reform of higher medical teaching and its effect. Methods 50 students of clinical medicine in our college were randomly divided into control group and research group, 25 students in each group. The students in the control group were taught routinely, while the students in the research group were taught by PBL mode, and the teaching evaluation was carried out by examination results and teaching results. Results The excellent rate of teaching quality in the study group was significantly higher than that in the control group(P < 0.05), and the total score of students in the study group was significantly better than that in the control group(P < 0.05). Conclusion PBL teaching mode is an interdisciplinary learning mode, highlighting the studentcentered teaching concept, better training of clinical thinking of medical students, making it a more mature teaching mode.
引文
[1]杨立强,倪家骧,岳剑宁,等.浅析基于PBL教学模式下的临床医学教学应用[J].现代生物医学进展,2014,14(29):5768-5772.
[2]王晓巍,张永丽,牛燕燕,等.PBL教学法在医学本科生耳鼻喉科临床教学改革中的应用[J].基础医学与临床,2017,37(9):1340-1343.
[3]张彦琦,易东,伍亚舟,等.基于PBL教学模式的医学统计学理论教学案例设计[J].重庆医学,2016,45(11):1574-1575.
[4]韩雪,田园,杨怡,等.PBL教学法在内科教学中的应用与思考[J].医学临床研究,2014,31(4):790-792.
[5]范巧云,王健,刘小燕,等.PBL教学法在医学微生物学教学中的应用及效果评价[J].中国病原生物学杂志,2014,9(12):1147-1148,1156.
[6]王喆,杨新春.PBL教学模式在临床医学教学中的应用[J].中国病案,2016,17(7):91-93.
[7]邓聪,彭亮,邓小燕.WPBL教学模式在医学检验专业教学实践中的应用体会[J].检验医学与临床,2014,11(1):129-131.
[8]毛锡金,范万峰,王山山,等.PACS系统联合CBL、PBL教学法在医学影像学教学中的应用研究[J].实用放射学杂志,2015,15(3):498-500.
[9]肖丽俐,李志坚,钱勇.PBL教学模式融入医学生医德教育的探讨[J].中国医药导报,2014,11(23):128-131.
[10]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.
[11]李晓明,田娟.PBL教学模式在组织学与胚胎学教学中的应用和探讨[J].解剖科学进展,2014,20(4):390-391.
[12]张丽红,章培军,郭敏芳,等.“PBL”教学法在临床医学专业人体解剖学教学中的应用[J].解剖科学进展,2018,24(3):336-338.
[13]惠岗,赵卓,刘路路,等.PBL教学模式在心血管内科教学中的应用与分析[J].中国实验诊断学,2017,21(4):756-758.
[14]吴银侠,袁小燕,李彦树,等.ECS教学结合CBL、PBL教学模式在临床技能强化训练中的应用探索[J].重庆医学,2016,45(10):1425-1427.
[2]王晓巍,张永丽,牛燕燕,等.PBL教学法在医学本科生耳鼻喉科临床教学改革中的应用[J].基础医学与临床,2017,37(9):1340-1343.
[3]张彦琦,易东,伍亚舟,等.基于PBL教学模式的医学统计学理论教学案例设计[J].重庆医学,2016,45(11):1574-1575.
[4]韩雪,田园,杨怡,等.PBL教学法在内科教学中的应用与思考[J].医学临床研究,2014,31(4):790-792.
[5]范巧云,王健,刘小燕,等.PBL教学法在医学微生物学教学中的应用及效果评价[J].中国病原生物学杂志,2014,9(12):1147-1148,1156.
[6]王喆,杨新春.PBL教学模式在临床医学教学中的应用[J].中国病案,2016,17(7):91-93.
[7]邓聪,彭亮,邓小燕.WPBL教学模式在医学检验专业教学实践中的应用体会[J].检验医学与临床,2014,11(1):129-131.
[8]毛锡金,范万峰,王山山,等.PACS系统联合CBL、PBL教学法在医学影像学教学中的应用研究[J].实用放射学杂志,2015,15(3):498-500.
[9]肖丽俐,李志坚,钱勇.PBL教学模式融入医学生医德教育的探讨[J].中国医药导报,2014,11(23):128-131.
[10]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.
[11]李晓明,田娟.PBL教学模式在组织学与胚胎学教学中的应用和探讨[J].解剖科学进展,2014,20(4):390-391.
[12]张丽红,章培军,郭敏芳,等.“PBL”教学法在临床医学专业人体解剖学教学中的应用[J].解剖科学进展,2018,24(3):336-338.
[13]惠岗,赵卓,刘路路,等.PBL教学模式在心血管内科教学中的应用与分析[J].中国实验诊断学,2017,21(4):756-758.
[14]吴银侠,袁小燕,李彦树,等.ECS教学结合CBL、PBL教学模式在临床技能强化训练中的应用探索[J].重庆医学,2016,45(10):1425-1427.