PBL结合CBL教学法在西医院校《针灸治疗学》教学中的应用
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摘要
目的观察PBL结合CBL教学法在西医院校《针灸治疗学》教学中的应用效果。方法将120例2013级临床医学专业5年制的学生随机分为观察组和对照组,每组60例。观察组采用PBL结合CBL教学方法,对照组采用传统教学方法。学习结束后,采用理论知识、病案考核及学生评价来进行教学效果评估。结果观察组学生理论知识、病案考核成绩明显优于对照组(P<0.01)。观察组学生的针灸学学习兴趣、基础理论知识理解情况、分析问题能力、文献检索能力、语言表达能力、对教学方法的满意程度均明显优于对照组(P<0.01)。结论在西医院校《针灸治疗学》教学中采用PBL结合CBL教学法可提高学生的理论学习成绩与案例分析能力,提高学生的分析问题、文献检索、语言表达能力及学习兴趣,值得在西医院校《针灸治疗学》的教学过程应用。
Objective To investigate the effect of application of PBL plus CBL teaching method to acupuncture-moxibustion therapeutics teaching in colleges and universities of Western medicine. Method One hundred and twenty students enrolled in year 2013 majoring in clinical medicine for 5 years were randomized to observation and a control groups, 60 students each. PBL plus CBL teaching method was adopted in the observation group and the conventional teaching method was used in the control group. After learning finished, the teaching effect was evaluated by theoretical knowledge, medical record examination and student assessment. Result Theoretical knowledge and medical record examination results were significantly better in the observation group of students than in the control group(P < 0.01). Interest in learning acupuncture and moxibustion, understanding of basic theory, ability to analyze problems, ability in literature retrieval, ability in language expression and satisfaction in teaching method were significantly better in the observation group of students than in the control group(P<0.01). Conclusion Application of PBL plus CBL teaching method to acupuncture-moxibustion therapeutics teaching in colleges and universities of Western medicine can improve the students' theory learning achievement, ability to analyze cases, ability to analyze problems, ability in literature retrieval, ability in language expression and learning interest. It is worthy to be popularized and applied to acupuncture-moxibustion therapeutics teaching in colleges and universities of Western medicine.
Objective To investigate the effect of application of PBL plus CBL teaching method to acupuncture-moxibustion therapeutics teaching in colleges and universities of Western medicine. Method One hundred and twenty students enrolled in year 2013 majoring in clinical medicine for 5 years were randomized to observation and a control groups, 60 students each. PBL plus CBL teaching method was adopted in the observation group and the conventional teaching method was used in the control group. After learning finished, the teaching effect was evaluated by theoretical knowledge, medical record examination and student assessment. Result Theoretical knowledge and medical record examination results were significantly better in the observation group of students than in the control group(P < 0.01). Interest in learning acupuncture and moxibustion, understanding of basic theory, ability to analyze problems, ability in literature retrieval, ability in language expression and satisfaction in teaching method were significantly better in the observation group of students than in the control group(P<0.01). Conclusion Application of PBL plus CBL teaching method to acupuncture-moxibustion therapeutics teaching in colleges and universities of Western medicine can improve the students' theory learning achievement, ability to analyze cases, ability to analyze problems, ability in literature retrieval, ability in language expression and learning interest. It is worthy to be popularized and applied to acupuncture-moxibustion therapeutics teaching in colleges and universities of Western medicine.
引文
[1]张昆,郑君.PBL教学法在《针灸学》教学中的应用分析及新模式的创建[J].中国针灸,2013,33(5):469-472.
[2]何晓升.西医专业学生针灸学教学体会[J].健康研究,2009,29(4):327-328.
[3]刘世红,田维珍,陈文,等.创建针灸学精品课程的回顾[J].卫生职业教育,2012,30(1):124-125.
[4]马忠,尹改珍.针灸治疗学教学体会[J].新疆中医药,2006,24(5):97-98.
[5]潘静娟,周爽.基于虚拟现实技术的针灸治疗学教学改革探讨[J].中国中医药现代远程教育,2009,(11):159-160.
[6]王甍.针灸治疗学应用翻转课堂教学法初探[J].中国民族民间医药杂志,2016,25(10):149-150.
[7]王祖红,黄培冬.基于PBL的教学方式对针灸学本科教育的思考[J].光明中医,2015,30(7):1581-1582.
[8]曲姗姗,黄泳,陈俊琦,等.针灸治疗学教学中运用PBL-情景教学的实践[J].中国校外教育(下旬),2009,(S1):244.
[9]左政,袁恺.PBL教学法在针灸学教学中的应用及评价效果[J].中国高等医学教育,2017,(12):121-122.
[10]茅骏霞,李艺.案例教学法在中医针灸学教学中的应用现状分析[J].上海针灸杂志,2015,34(11):1131-1134.
[11]茅骏霞,李艺.案例教学法在中医针灸学教学中的应用现状分析[J].上海针灸杂志,2015,34(11):1131-1134.
[12]任珊.案例教学法在《针灸学》教学中的应用与探析[J].中国医药导报,2011,8(17):133,135.
[13]李静,陆瑾,阮志忠.PBL法结合LBL法在《针灸学》教学中的应用效果[J].中国针灸,2015,35(8):831-834.
[14]刘荣,诸葛建.PBL教育理念在经络腧穴学教学中的运用[J].中国民族民间医药,2015,24(20):146-147.
[15]樊远志,吴耀持.关于“分组PBL”在腰椎间盘突出症单病种临床教学中的应用分析[J].上海针灸杂志,2013,32(11):974-977.
[16]姚诗清,周兰.PBL法在西医院校中医学临床见习中的应用[J].中国中西医结合杂志,2017,37(2):243-244.
[17]陈春海,张颖新,刘晶晶,等.PBL结合案例教学法在《针灸学》教学中的应用[J].临床医药文献杂志(电子版),2017,4(80):15824.
[18]屈红艳,王瑞辉,郑洁,等.《针灸学》双语PBL教学初探[J].河北中医,2014,36(12):1919-1920.
[19]何冠蘅,段颖华,阮经文.浅谈西医院校针灸临床教学的体会[J].中国中医药现代远程教育,2014,12(9):77-78.
[20]陈颖.西医院校针灸教学中人本主义精神的体现[J].继续医学教育,2014,28(6):80-82.
[21]王晓燕,汤继芹,英振昊,等.PBL教学法在《经络腧穴学》教学实践中的应用[J].中国针灸,2015,35(2):176-178.
[2]何晓升.西医专业学生针灸学教学体会[J].健康研究,2009,29(4):327-328.
[3]刘世红,田维珍,陈文,等.创建针灸学精品课程的回顾[J].卫生职业教育,2012,30(1):124-125.
[4]马忠,尹改珍.针灸治疗学教学体会[J].新疆中医药,2006,24(5):97-98.
[5]潘静娟,周爽.基于虚拟现实技术的针灸治疗学教学改革探讨[J].中国中医药现代远程教育,2009,(11):159-160.
[6]王甍.针灸治疗学应用翻转课堂教学法初探[J].中国民族民间医药杂志,2016,25(10):149-150.
[7]王祖红,黄培冬.基于PBL的教学方式对针灸学本科教育的思考[J].光明中医,2015,30(7):1581-1582.
[8]曲姗姗,黄泳,陈俊琦,等.针灸治疗学教学中运用PBL-情景教学的实践[J].中国校外教育(下旬),2009,(S1):244.
[9]左政,袁恺.PBL教学法在针灸学教学中的应用及评价效果[J].中国高等医学教育,2017,(12):121-122.
[10]茅骏霞,李艺.案例教学法在中医针灸学教学中的应用现状分析[J].上海针灸杂志,2015,34(11):1131-1134.
[11]茅骏霞,李艺.案例教学法在中医针灸学教学中的应用现状分析[J].上海针灸杂志,2015,34(11):1131-1134.
[12]任珊.案例教学法在《针灸学》教学中的应用与探析[J].中国医药导报,2011,8(17):133,135.
[13]李静,陆瑾,阮志忠.PBL法结合LBL法在《针灸学》教学中的应用效果[J].中国针灸,2015,35(8):831-834.
[14]刘荣,诸葛建.PBL教育理念在经络腧穴学教学中的运用[J].中国民族民间医药,2015,24(20):146-147.
[15]樊远志,吴耀持.关于“分组PBL”在腰椎间盘突出症单病种临床教学中的应用分析[J].上海针灸杂志,2013,32(11):974-977.
[16]姚诗清,周兰.PBL法在西医院校中医学临床见习中的应用[J].中国中西医结合杂志,2017,37(2):243-244.
[17]陈春海,张颖新,刘晶晶,等.PBL结合案例教学法在《针灸学》教学中的应用[J].临床医药文献杂志(电子版),2017,4(80):15824.
[18]屈红艳,王瑞辉,郑洁,等.《针灸学》双语PBL教学初探[J].河北中医,2014,36(12):1919-1920.
[19]何冠蘅,段颖华,阮经文.浅谈西医院校针灸临床教学的体会[J].中国中医药现代远程教育,2014,12(9):77-78.
[20]陈颖.西医院校针灸教学中人本主义精神的体现[J].继续医学教育,2014,28(6):80-82.
[21]王晓燕,汤继芹,英振昊,等.PBL教学法在《经络腧穴学》教学实践中的应用[J].中国针灸,2015,35(2):176-178.