我校PBL教学模式应用效果评价
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摘要
目的:探讨我校PBL教学模式的教学效果。方法:采用医学教育环境评估量表(DREEM)评价我校2013级临床医学专业本科生PBL教学模式的教学效果。结果:传统教学组和PBL教学组的DREEM量表总分为(113.69±24.33)和(128.73±18.09),差异有统计学意义,对于量表中的学习知觉、学术知觉、社交知觉的分数差异有统计学意义(P<0.05)。结论:PBL教学可以提高学生学习效率、培养学生综合应用知识解决问题的能力和团队协作精神,值得在我校进一步推广。
Objective: To investigate the effects of PBL teaching method in our school. Methods: Medical education environment assessment scale( DREEM) was used to evaluate the teaching effects of PBL teaching method for 2013 clinical medical undergraduates.Results: The total score of DREEM in the traditional teaching group and the PBL teaching group was 113. 69 ± 24. 33 and 128. 73 ±18. 09. The difference was statistically significant. There were significant differences in the scores of learning perception,academic perception and social perception( P < 0. 05). Conclusion: PBL teaching method can improve students' learning efficiency and cultivate students' ability to solve problems and the spirit of teamwork,which is worthy of further promotion in our university.
Objective: To investigate the effects of PBL teaching method in our school. Methods: Medical education environment assessment scale( DREEM) was used to evaluate the teaching effects of PBL teaching method for 2013 clinical medical undergraduates.Results: The total score of DREEM in the traditional teaching group and the PBL teaching group was 113. 69 ± 24. 33 and 128. 73 ±18. 09. The difference was statistically significant. There were significant differences in the scores of learning perception,academic perception and social perception( P < 0. 05). Conclusion: PBL teaching method can improve students' learning efficiency and cultivate students' ability to solve problems and the spirit of teamwork,which is worthy of further promotion in our university.
引文
[1]Matsui K,Ishihara S,Suganuma T,et al.Characteristics of medical school graduates who underwent problem based learning[J].Ann Acad Med Singapore,2007,36(1):67-71.
[2]Roff S,Mcaleer S,Harden RM,et al.Development and validation of the Dundee Ready Education Environment Measure(DREEM)[J].Medical Teacher,1997,19(4):295-299.
[3]单天明.七年制和五年制学生对医学教育环境满意度的比较研究[J].西北医学教育,2005,13(3):229-231.
[4]单天明,孙宝志.关于基于问题教学模式改善学生学习能力的评价研究[J].中华医学教育杂志,2006,26(6):90-93.
[5]陈海丽,舒真谛,蒋松鹤,等.PBL教学法在康复物理治疗学本科教学中的应用的研究[J].中国高等医学教育,2014,10:94-95.
[2]Roff S,Mcaleer S,Harden RM,et al.Development and validation of the Dundee Ready Education Environment Measure(DREEM)[J].Medical Teacher,1997,19(4):295-299.
[3]单天明.七年制和五年制学生对医学教育环境满意度的比较研究[J].西北医学教育,2005,13(3):229-231.
[4]单天明,孙宝志.关于基于问题教学模式改善学生学习能力的评价研究[J].中华医学教育杂志,2006,26(6):90-93.
[5]陈海丽,舒真谛,蒋松鹤,等.PBL教学法在康复物理治疗学本科教学中的应用的研究[J].中国高等医学教育,2014,10:94-95.