情景互动式PBL教学在病理学实验课中的应用
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摘要
目的探讨在病理学实验课中运用以情景互动式基于问题的学习(PBL)的教学效果。方法于2017年3月在肇庆医学高等专科学校2016级临床专业8个班共480名学生中随机选取2个班120名学生作为研究对象,一个班60名学生采用情景互动式PBL教学法(实验组),另一个班60名学生采用传统授课方法(对照组)。通过实验课考试和问卷调查对情景互动式PBL教学进行效果评价。结果实验组的学生实验课考试成绩明显优于对照组,差异有高度统计学意义(P <0.01)。问卷调查显示实验组学生教学效果评价优于对照组,差异有统计学意义(P <0.05或P <0.01)。结论情景互动式PBL教学能充分激发学生学习主动性,培养学生临床病理思维能力,有利于提高病理实验课的教学效果。
Objective To explore the application effect of situational interactive problem-based learning(PBL) in experimental course of pathology. Methods In March 2017, among 480 students of 8 clinical classes in 2016 grade of Zhaoqing Medical College, 120 students at two classes were randomly selected, 60 students of one class were given situational interactive PBL teaching method(experiment group), 60 students of another class were given traditional teaching method(control group). The effect of situational interactive PBL teaching was evaluated through experimental examination and questionnaire survey. Results The examination result of students in the experiment group was better than the control group, the difference was statistically significant(P < 0.01). The teaching effect of students in the experiment group was better than the control group, the differences were statistically significant(P < 0.05 or P < 0.01). Conclusion Situational interactive PBL teaching can fully inspire the initiative of learning, train students' ability of clinical pathological thinking, improve the teaching effect of pathology experiment course.
Objective To explore the application effect of situational interactive problem-based learning(PBL) in experimental course of pathology. Methods In March 2017, among 480 students of 8 clinical classes in 2016 grade of Zhaoqing Medical College, 120 students at two classes were randomly selected, 60 students of one class were given situational interactive PBL teaching method(experiment group), 60 students of another class were given traditional teaching method(control group). The effect of situational interactive PBL teaching was evaluated through experimental examination and questionnaire survey. Results The examination result of students in the experiment group was better than the control group, the difference was statistically significant(P < 0.01). The teaching effect of students in the experiment group was better than the control group, the differences were statistically significant(P < 0.05 or P < 0.01). Conclusion Situational interactive PBL teaching can fully inspire the initiative of learning, train students' ability of clinical pathological thinking, improve the teaching effect of pathology experiment course.
引文
[1]孟艳,周妍,宫丽平,等.病理学教学模式的探索[J].基础医学教育,2016,18(3):177-180.
[2]王丽影,张英,汤其群,等.PBL模式在医学生物化学互动教学中的应用[J].基础医学教育,2015,17(10):871-873.
[3]千年松,李靖,向昕,等.PBL联合案例分析在肝胆外科实习中的应用[J].基础医学教育,2013,15(5):515-517.
[4]林丽蓉,刘永武.PBL结合CBS的教学在基础医学到临床医学学习中的作用[J].甘肃医药,2017,36(2):154-155.
[5]周波,袁海虹.PBL在医学教育中的应用进展及启示[J].中国医药导报,2017,14(34):120-123.
[6]吴辉,孙翔,石如玲,等.PBL+LBL教学法在全科医学概论课程中的应用效果研究[J].中国全科医学,2015,18(10):1176-1180.
[7]郑鹏,孙嫣然.情景模拟教学与案例教学结合对培养住院医师医患沟通能力的效果[J].中国医药导刊,2017,19(1):107-108.
[8]魏红艳,王科科,胡春林,等.理论授课与情景模拟教学相结合的急诊医学见习方法的探索[J].中国高等医学教育,2013(5):101-102.
[9]罗莉蓉,龚玉,邓荣,等.医护患共同参与情景模拟教学在护理应急预案演练中的应用[J].解放军护理杂志,2017,34(19):65-67.
[10]叶建荣,马岩,郑宏.PBL联合情景模拟教学法在《临床麻醉学》教学中的应用[J].新疆医科大学学报,2017,40(12):1614-1616.
[11]邓颖,王艳玲,吴瑛,等.基于问题的学习和情景模拟教学法在成人护理学教学中的应用[J].中华护理教育,2013,10(4):147-150.
[12]陶学梅,朱京慈.MOOC时代医学课程PBL实施路径探新[J].重庆医学,2017,46(4):559-561.
[13]肖凤,胡煜辉,王霞,等.临床医学专业PBL教学模式改革与实践[J].基础医学教育,2018,20(2):105-107.
[14]程杉,牛静,余和芬,等.PBL教学法在基础医学专业生物化学教学中的实践[J].基础医学教育,2017,19(6):415-419.
[15]陈静,李树清,张颖,等.以病案为基础的PBL教学法在病理生理学教学中的应用[J].重庆医学,2014,43(20):2677-2678.
[16]李远峰,郭闯,郭媛,等.情景模拟+改良PBL教学法在中医骨伤教学中的应用[J].中国医药导报,2017,14(4):127-130,134.
[17]林毅.PBL联合情景模拟教学法在手术室护理带教中的应用[J].齐鲁护理杂志,2016,22(20):110-112.
[18]刘迎嘉,张瑞平.PBL教学法在病理学教学中的应用探讨[J].基础医学教育,2014,16(6):428-429,434.
[19]苏宁,易华,赵碧玲.改良PBL教学法在病理学教学中的应用[J].基础医学教育,2015,17(7):581-584.
[20]封玉玲,陈杰,胡玲,等.探索PBL、CPC与LBL在《病理学》教学实践中的应用[J].重庆医学,2015,44(9):1284-1286.
[2]王丽影,张英,汤其群,等.PBL模式在医学生物化学互动教学中的应用[J].基础医学教育,2015,17(10):871-873.
[3]千年松,李靖,向昕,等.PBL联合案例分析在肝胆外科实习中的应用[J].基础医学教育,2013,15(5):515-517.
[4]林丽蓉,刘永武.PBL结合CBS的教学在基础医学到临床医学学习中的作用[J].甘肃医药,2017,36(2):154-155.
[5]周波,袁海虹.PBL在医学教育中的应用进展及启示[J].中国医药导报,2017,14(34):120-123.
[6]吴辉,孙翔,石如玲,等.PBL+LBL教学法在全科医学概论课程中的应用效果研究[J].中国全科医学,2015,18(10):1176-1180.
[7]郑鹏,孙嫣然.情景模拟教学与案例教学结合对培养住院医师医患沟通能力的效果[J].中国医药导刊,2017,19(1):107-108.
[8]魏红艳,王科科,胡春林,等.理论授课与情景模拟教学相结合的急诊医学见习方法的探索[J].中国高等医学教育,2013(5):101-102.
[9]罗莉蓉,龚玉,邓荣,等.医护患共同参与情景模拟教学在护理应急预案演练中的应用[J].解放军护理杂志,2017,34(19):65-67.
[10]叶建荣,马岩,郑宏.PBL联合情景模拟教学法在《临床麻醉学》教学中的应用[J].新疆医科大学学报,2017,40(12):1614-1616.
[11]邓颖,王艳玲,吴瑛,等.基于问题的学习和情景模拟教学法在成人护理学教学中的应用[J].中华护理教育,2013,10(4):147-150.
[12]陶学梅,朱京慈.MOOC时代医学课程PBL实施路径探新[J].重庆医学,2017,46(4):559-561.
[13]肖凤,胡煜辉,王霞,等.临床医学专业PBL教学模式改革与实践[J].基础医学教育,2018,20(2):105-107.
[14]程杉,牛静,余和芬,等.PBL教学法在基础医学专业生物化学教学中的实践[J].基础医学教育,2017,19(6):415-419.
[15]陈静,李树清,张颖,等.以病案为基础的PBL教学法在病理生理学教学中的应用[J].重庆医学,2014,43(20):2677-2678.
[16]李远峰,郭闯,郭媛,等.情景模拟+改良PBL教学法在中医骨伤教学中的应用[J].中国医药导报,2017,14(4):127-130,134.
[17]林毅.PBL联合情景模拟教学法在手术室护理带教中的应用[J].齐鲁护理杂志,2016,22(20):110-112.
[18]刘迎嘉,张瑞平.PBL教学法在病理学教学中的应用探讨[J].基础医学教育,2014,16(6):428-429,434.
[19]苏宁,易华,赵碧玲.改良PBL教学法在病理学教学中的应用[J].基础医学教育,2015,17(7):581-584.
[20]封玉玲,陈杰,胡玲,等.探索PBL、CPC与LBL在《病理学》教学实践中的应用[J].重庆医学,2015,44(9):1284-1286.