诊断学实验课教学中PBL教学法与传统教学法相结合的探索
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摘要
目的探讨诊断学实验课教学中PBL教学法与传统教学法相结合的效果。方法研究对象为学院2013级5年制临床医学专业学生共64人,在2015年8月—2015年12月进行试验,通过电脑随机的方式,分为常规组与研究组,各32例。常规组用单一传统教学方法,研究组在传统教学方法基础之上,结合PBL教学法进行授课,统计分析2组实验课各项成绩。结果研究组实验课课前小测验成绩得分、期末理论成绩得分、技能考试成绩得分显著高于常规组,差异有统计学意义(P<0.05);研究组在处理问题的能力、学习自觉性与主动性、实践操作能力、开拓知识面、激发学习兴趣等方面,显著高于常规组,差异有统计学意义(P<0.05)。结论在诊断实验课中,开展PBL教学法结合传统教学法,其效果显著优于单一的传统教学法,在具体实施期间,需结合课程及学生具体情况,对教学方法进行适当的优化,有效可行且具有一定的现实意义。
Objective To explore the effect of PBL teaching method and traditional teaching method in the teaching of diagnostic experiment. Methods A total of 64 students of clinical medicine in 2013 of five-system were enrolled in this study. From December 2008 to December 2015, the students were randomly divided into the conventional group and the study group. There were 32 cases in each group. The conventional group adopted a single traditional teaching method. The research group used traditional teaching method and PBL teaching method. The achievements of the two experimental classes were analyzed. Results The scores of pre-class small test, final theory and skill test in the study group were significantly higher than those in the conventional group( P < 0.05).The study group was significantly higher than the conventional group in the aspects of problem solving ability, learning consciousness and initiative, practical operation ability, developing knowledge, stimulating learning interest, etc. The difference was statistically significant( P < 0.05). Conclusion The learning ability, the ability to practice, the ability to practice, the development of knowledge and the interest of learning. Conclusion In the experimental course of diagnosis, the practice of PBL teaching method combined with traditional teaching method is obviously superior to that of traditional teaching method. During the implementation period, it is necessary to optimize the teaching method in combination with the curriculum and the students ' specific conditions,which is effective and feasible and has certain practical significance.
Objective To explore the effect of PBL teaching method and traditional teaching method in the teaching of diagnostic experiment. Methods A total of 64 students of clinical medicine in 2013 of five-system were enrolled in this study. From December 2008 to December 2015, the students were randomly divided into the conventional group and the study group. There were 32 cases in each group. The conventional group adopted a single traditional teaching method. The research group used traditional teaching method and PBL teaching method. The achievements of the two experimental classes were analyzed. Results The scores of pre-class small test, final theory and skill test in the study group were significantly higher than those in the conventional group( P < 0.05).The study group was significantly higher than the conventional group in the aspects of problem solving ability, learning consciousness and initiative, practical operation ability, developing knowledge, stimulating learning interest, etc. The difference was statistically significant( P < 0.05). Conclusion The learning ability, the ability to practice, the ability to practice, the development of knowledge and the interest of learning. Conclusion In the experimental course of diagnosis, the practice of PBL teaching method combined with traditional teaching method is obviously superior to that of traditional teaching method. During the implementation period, it is necessary to optimize the teaching method in combination with the curriculum and the students ' specific conditions,which is effective and feasible and has certain practical significance.
引文
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[2]李寒,张桂芝,封素娟,等.以问题为基础的教学法对医学生创新能力培养的探讨[J].中国病案,2014,15(5):57-60.
[3]彭如臣,沈秀芝,张雪梅,等.PBL教学法在影像诊断学见习课教学中的应用[J].中国CT和MRI杂志,2014,12(5):107-108,117.
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[5]杨波,邹曲,杨孟雪,等.拟PBL教学模式加角色扮演法在诊断学问诊实践教学中的应用[J].中国医学创新,2015,12(15):147-150.
[6]钱翠娟,姚军.PBL结合CBL教学模式在临床诊断学实践教学中的应用[J].卫生职业教育,2016,34(16):115-117.
[7]王海屹,林楚岚,叶慧义.PBL教学法在影像诊断进修教育中的应用[J].大家健康(学术版),2013,7(1):49-50.
[8]张群霞,郑元义,任建丽,等.PBL教学法在超声诊断学实践教学中的应用体会[J].临床超声医学杂志,2013,15(7):506-507.
[2]李寒,张桂芝,封素娟,等.以问题为基础的教学法对医学生创新能力培养的探讨[J].中国病案,2014,15(5):57-60.
[3]彭如臣,沈秀芝,张雪梅,等.PBL教学法在影像诊断学见习课教学中的应用[J].中国CT和MRI杂志,2014,12(5):107-108,117.
[4]钱红,黄民江,刘理静.CBS结合PBL教学法在诊断学教学中的实践与研究[J].现代医药卫生,2015,31(11):1736-1738.
[5]杨波,邹曲,杨孟雪,等.拟PBL教学模式加角色扮演法在诊断学问诊实践教学中的应用[J].中国医学创新,2015,12(15):147-150.
[6]钱翠娟,姚军.PBL结合CBL教学模式在临床诊断学实践教学中的应用[J].卫生职业教育,2016,34(16):115-117.
[7]王海屹,林楚岚,叶慧义.PBL教学法在影像诊断进修教育中的应用[J].大家健康(学术版),2013,7(1):49-50.
[8]张群霞,郑元义,任建丽,等.PBL教学法在超声诊断学实践教学中的应用体会[J].临床超声医学杂志,2013,15(7):506-507.