PBL、CBL联合多媒体教学法在儿科见习教学中的应用
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摘要
目的探讨以问题为基础的学习法(problem-based learning,PBL)、以病例为基础的教学法(case-based learning,CBL)联合多媒体教学法在儿科见习学习中的应用效果。方法选择2017年4~6月在儿科进行见习的临床本科学生80例,随机分为2组。试验组采用PBL、CBL联合多媒体教学法,对照组采用传统教学法进行教学。比较2组学生期末考试成绩及提高分析解决问题的能力、提高自学能力、增强学习兴趣、培养临床思维等方面学生满意度的差异。结果比较2组学生期末考试成绩,联合教学组学生期末考试成绩优于传统教学组,差异有统计学意义(P<0.05)。问卷调查显示,联合教学组学生在提高分析解决问题的能力、提高自学能力、增强学习兴趣、培养临床思维四个方面的满意度高于传统教学组,差异均有统计学意义(P<0.05)。结论 PBL、CBL联合多媒体教学法能够提高学生的主观能动性,从而提高儿科教学质量,开辟新的教学局面。
Objective To investigate the application effects of problem-based learning(PBL),case-based learning(CBL) combined with multimedia teaching method and lecture-based learning(LBL) in pediatric noviciate. Methods A total of 80 undergraduate trainees who majored in clinical medicine were randomly divided into tow groups. The experimental group used PBL CBL and multimedia teaching method to teach,however,the control group used LBL to teach. The final exam scores and satisfaction degrees on promoting their ability to analyze and solve problem,improving self-study ability,arousing their learning enthusiasm,training clinical thinking were observed and compared between two groups. Results The final exam scores in experimental group were superior to those in control group(P < 0. 05). The questionnaires surveys showed that the satisfaction degrees on promoting their ability to analyze and solve problem,improving self-study ability,arousing their learning enthusiasm,training clinical thinking in experimental group were superior to those in control group(P < 0. 05). Conclusion The combination teaching method of PBL,CBL and multimedia teaching can increase student's subjective motility so as to improve pediatric teaching quality and open up a new situation for pediatric teaching.
Objective To investigate the application effects of problem-based learning(PBL),case-based learning(CBL) combined with multimedia teaching method and lecture-based learning(LBL) in pediatric noviciate. Methods A total of 80 undergraduate trainees who majored in clinical medicine were randomly divided into tow groups. The experimental group used PBL CBL and multimedia teaching method to teach,however,the control group used LBL to teach. The final exam scores and satisfaction degrees on promoting their ability to analyze and solve problem,improving self-study ability,arousing their learning enthusiasm,training clinical thinking were observed and compared between two groups. Results The final exam scores in experimental group were superior to those in control group(P < 0. 05). The questionnaires surveys showed that the satisfaction degrees on promoting their ability to analyze and solve problem,improving self-study ability,arousing their learning enthusiasm,training clinical thinking in experimental group were superior to those in control group(P < 0. 05). Conclusion The combination teaching method of PBL,CBL and multimedia teaching can increase student's subjective motility so as to improve pediatric teaching quality and open up a new situation for pediatric teaching.
引文
1 程香普,孙国平,李宁,等.PBL教学法在七年制医学生传染病学见习中的推广应用调查分析.继续医学教育,2017,31:32-34.
2 张海邻,林立,张维溪,等.基于TBL的CBL改良教学法在儿科学课堂教学中的实践和思考.中国高等医学教育,2016,6:108-109.
3 谭璐,师建华,杨永华,等.多元化教学模式在儿科临床实践教学运用的满意度调查及分析.中国医学教育技术,2016,30:480-483.
4 吴莉萍,魏洪平,王巧伟.儿科学临床见习教学模式初探.大家健康,2013,7:194-195.
5 张晓兰,刘宪军,赵桂宏,等.CBL与PBL结合的教学模式在临床药理学带教中的应用.首都食品与医药,2017,11:14-15.
6 Karpa KD,Vrana KE.Creating a virtual pharmacology curriculum in a problem-based learning environment:one medical school’s experience.Acad Med,2013,88:198-205.
7 Xiaolin Gao,Shuanghong Luo,Dezhi Mu,et al.Effects of problem-based learning in paediatric education in China:a meta-analysis.Journal of Evidence-Based Medicine,2016,9:136-143.
8 Imanieh MH,Dehghani SM,Sobhani AR,et al.Evaluation of problembased learning in medical students’education.J Adv Med Edu Prof,2014,2:1-5.
9 孙颖,王美莲,曹雅明,等.七年制医学生及教师对于在整合课程中开展PBL教学的评价研究.中国继续医学教育,2015,7:11-12.
10 田悦,赵晓春,马晨光,等.探讨麻醉教学中使用PBL教学的价值.中国继续医学教育,2016,8:29-31.
11 安毅莉,赵伊昕,张梦华.PBL,LBL及PBL+LBL教学法在医学教育中的优劣.西北医学教育,2016,24:275-277.
12 林心君,张春霞,陈锦团,等.PBL结合CBL教学法在诊断学教学中的应用.广西中医药大学学报,2017,20:81-83.
13 李秀楠,吴玉梅,付婷辉,等.PBL结合CBL教学法在住院医师临床思维能力培养中的应用.继续医学教育,2013,27:32-34.
14 Lau KH.Computer-based teaching module design:principles derived from learning theories.Med Educ,2014,48:247-254.
15 苗新宇,李春霖.CBL、PBL、多媒体教学法在内分泌教学中的应用.中国继续医学教育,2016,8:7-8.
16 刘静,王永华,董肖萍,等.“PCE”教学法联合形成性评价教学模式在儿科临床带教中的应用.中国高等医学教育,2016,7:97-98.
17 冯小萌,王广.PBL联合CBL模式在临床见习中的应用.中国病案,2016,17:83-85.
18 刘晓燕,于洁,洪思琦,等.PBL结合案例教学在儿科学理论课与见习一体化教学中的应用.中国继续医学教育,2016,8:8-10.
2 张海邻,林立,张维溪,等.基于TBL的CBL改良教学法在儿科学课堂教学中的实践和思考.中国高等医学教育,2016,6:108-109.
3 谭璐,师建华,杨永华,等.多元化教学模式在儿科临床实践教学运用的满意度调查及分析.中国医学教育技术,2016,30:480-483.
4 吴莉萍,魏洪平,王巧伟.儿科学临床见习教学模式初探.大家健康,2013,7:194-195.
5 张晓兰,刘宪军,赵桂宏,等.CBL与PBL结合的教学模式在临床药理学带教中的应用.首都食品与医药,2017,11:14-15.
6 Karpa KD,Vrana KE.Creating a virtual pharmacology curriculum in a problem-based learning environment:one medical school’s experience.Acad Med,2013,88:198-205.
7 Xiaolin Gao,Shuanghong Luo,Dezhi Mu,et al.Effects of problem-based learning in paediatric education in China:a meta-analysis.Journal of Evidence-Based Medicine,2016,9:136-143.
8 Imanieh MH,Dehghani SM,Sobhani AR,et al.Evaluation of problembased learning in medical students’education.J Adv Med Edu Prof,2014,2:1-5.
9 孙颖,王美莲,曹雅明,等.七年制医学生及教师对于在整合课程中开展PBL教学的评价研究.中国继续医学教育,2015,7:11-12.
10 田悦,赵晓春,马晨光,等.探讨麻醉教学中使用PBL教学的价值.中国继续医学教育,2016,8:29-31.
11 安毅莉,赵伊昕,张梦华.PBL,LBL及PBL+LBL教学法在医学教育中的优劣.西北医学教育,2016,24:275-277.
12 林心君,张春霞,陈锦团,等.PBL结合CBL教学法在诊断学教学中的应用.广西中医药大学学报,2017,20:81-83.
13 李秀楠,吴玉梅,付婷辉,等.PBL结合CBL教学法在住院医师临床思维能力培养中的应用.继续医学教育,2013,27:32-34.
14 Lau KH.Computer-based teaching module design:principles derived from learning theories.Med Educ,2014,48:247-254.
15 苗新宇,李春霖.CBL、PBL、多媒体教学法在内分泌教学中的应用.中国继续医学教育,2016,8:7-8.
16 刘静,王永华,董肖萍,等.“PCE”教学法联合形成性评价教学模式在儿科临床带教中的应用.中国高等医学教育,2016,7:97-98.
17 冯小萌,王广.PBL联合CBL模式在临床见习中的应用.中国病案,2016,17:83-85.
18 刘晓燕,于洁,洪思琦,等.PBL结合案例教学在儿科学理论课与见习一体化教学中的应用.中国继续医学教育,2016,8:8-10.