八年制医学生自身因素影响PBL教学评价的研究
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摘要
目的 PBL教学作为以"学生为中心"的教学方式,学生取代了教师为主的关键地位,然而学生自身因素成为PBL教学过程中的重要因素,文章分析医学八年制学生自身内在因素对PBL教学效果的影响。方法采取多中心调查方式,选取全国多所高校采取PBL教学方式的八年制医学生,通过网络问卷调查形式采集数据,并对其进行统计分析,确定影响教学效果最明显的因子。结果在各种学生自身内在因素中,自学能力、合作精神、PBL教学经验对PBL教学效果有显著影响,而性别,学生绩点并不影响PBL教学效果。结论通过本研究,发现多个影响教学效果的学生自身因素,导师可通过增强学生的自学能力,加强小组合作精神,提高学生团队协作能力,从而发挥PBL最大的教学优势。
Objective As a "student-centered" teaching method, students have replaced teachers as the key role. However, students' own factors have become an important factor in the process of PBL teaching. To analyze the influence of internal factors of medical eight-year students on the teaching effect of PBL. Methods A multi-center survey was adopted to select the eight-year medical students who adopted the PBL teaching method in a number of colleges and universities across the country. Data were collected through online questionnaire survey, and statistical analysis was conducted to determine the most significant factors influencing the teaching effect.Results Among various internal factors of students, students' self-learning ability, cooperative spirit and PBL teaching experience had a significant impact on PBL teaching effect, while gender and student's GPA did not affect the effect of PBL teaching. Conclusion Through this study, it is found that there are many factors affecting the teaching effect of students themselves. By enhancing students' self-learning ability, strengthening group cooperation spirit and improving students' teamwork ability, teachers can give play to the biggest advantage of PBL teaching.
Objective As a "student-centered" teaching method, students have replaced teachers as the key role. However, students' own factors have become an important factor in the process of PBL teaching. To analyze the influence of internal factors of medical eight-year students on the teaching effect of PBL. Methods A multi-center survey was adopted to select the eight-year medical students who adopted the PBL teaching method in a number of colleges and universities across the country. Data were collected through online questionnaire survey, and statistical analysis was conducted to determine the most significant factors influencing the teaching effect.Results Among various internal factors of students, students' self-learning ability, cooperative spirit and PBL teaching experience had a significant impact on PBL teaching effect, while gender and student's GPA did not affect the effect of PBL teaching. Conclusion Through this study, it is found that there are many factors affecting the teaching effect of students themselves. By enhancing students' self-learning ability, strengthening group cooperation spirit and improving students' teamwork ability, teachers can give play to the biggest advantage of PBL teaching.
引文
[1]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):262-264.
[2]任涛,王碧琦,吕筠.北京大学预防医学专业本科教育阶段专业课程以问题为基础学习教学效果的评价[J].中华医学教育杂志,2015,35(4):563-567.
[3]常渝昕,郝志刚,沈娇,等.内驱外引式教学法在本科护生教学中的应用[J].护理研究,2017,31(17):2122-2124.
[4]杜国相,黄琳涵,莫夏萍,等.基于微信平台的PBL教学法在中医专业影像学教学中的应用[J].中国继续医学教育,2018,10(30):16-18.
[5]陈瑜,曾丽娟,杨文娇,等.基于E-Learning的混合式学习在精神科护理学教学中的应用[J].护理学杂志,2018,33(15):7-10.
[6]冯嘉依,张炎文,张丹丹,等.以团队为基础的教学结合以问题为基础的教学法在康复护理教学中的应用[J].解放军护理杂志,2018,35(15):69-72.
[7]魏誉民,莫红平,黄利荣,等.八年制临床医学专业学生学习倦怠特点研究[J].中华医学教育杂志,2016,36(3):381-384.
[8]廖锐,杜成友,李明.临床医学专业学生外科学见习学习倦怠的研究[J].中华医学教育杂志,2018,38(2):222-224,231.
[9]高燕莉,丁毅,翟晓力,等.医学影像教学中兴趣培养的方法[J].中国病案,2017,18(7):89-91.
[10]张园,吴曙华,钱志远.多种教学手段在老年医学教育中的探索和实践[J].基础医学教育,2018,20(7):561-563.
[11]陈鹏,刘碧波.基于微信平台的PBL教学法在生物化学翻转课堂中的实践[J].中国继续医学教育,2018,10(26):12-15.
[12]王彦刚,刘卫平,韩福新,等.对我国高等医学教育改革的初浅思考[J].中华神经外科疾病研究杂志,2016,15(5):437-439.
[2]任涛,王碧琦,吕筠.北京大学预防医学专业本科教育阶段专业课程以问题为基础学习教学效果的评价[J].中华医学教育杂志,2015,35(4):563-567.
[3]常渝昕,郝志刚,沈娇,等.内驱外引式教学法在本科护生教学中的应用[J].护理研究,2017,31(17):2122-2124.
[4]杜国相,黄琳涵,莫夏萍,等.基于微信平台的PBL教学法在中医专业影像学教学中的应用[J].中国继续医学教育,2018,10(30):16-18.
[5]陈瑜,曾丽娟,杨文娇,等.基于E-Learning的混合式学习在精神科护理学教学中的应用[J].护理学杂志,2018,33(15):7-10.
[6]冯嘉依,张炎文,张丹丹,等.以团队为基础的教学结合以问题为基础的教学法在康复护理教学中的应用[J].解放军护理杂志,2018,35(15):69-72.
[7]魏誉民,莫红平,黄利荣,等.八年制临床医学专业学生学习倦怠特点研究[J].中华医学教育杂志,2016,36(3):381-384.
[8]廖锐,杜成友,李明.临床医学专业学生外科学见习学习倦怠的研究[J].中华医学教育杂志,2018,38(2):222-224,231.
[9]高燕莉,丁毅,翟晓力,等.医学影像教学中兴趣培养的方法[J].中国病案,2017,18(7):89-91.
[10]张园,吴曙华,钱志远.多种教学手段在老年医学教育中的探索和实践[J].基础医学教育,2018,20(7):561-563.
[11]陈鹏,刘碧波.基于微信平台的PBL教学法在生物化学翻转课堂中的实践[J].中国继续医学教育,2018,10(26):12-15.
[12]王彦刚,刘卫平,韩福新,等.对我国高等医学教育改革的初浅思考[J].中华神经外科疾病研究杂志,2016,15(5):437-439.