PBL+微课教学法在中枢神经实验教学中的应用
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摘要
目的观察以问题为基础的学习(PBL)方法在中枢神经解剖实验教学中的效果。方法选取2014年湖南中医药大学临床专业本科五年制学生100名,将其随机分为对照组、观察组,各50名。对照组采用传统教学方法,观察组采用PBL+微课教学方法。中枢神经解剖实验教学结束后以传统试题、病例与实践试题考试和问卷调查的形式评估两种教学法的效果。结果观察组的传统试题、病例与实践试题考试成绩明显高于对照组(P<0.05)。观察组的对课堂教学模式的喜欢程度、对课堂的教学满意程度、课堂的学习效果、课堂的学习效率、课堂提高了学习兴趣和学习积极性、课堂提高了自己的独立思考能力及课堂有助于分析问题和解决问题能力的培养和提高百分比均明显高于对照组(P<0.05或P<0.01)。结论 PBL+微课教学法更能提高中枢神经解剖实验教学质量,有利于提高学生的学习兴趣及效率,有利于提高分析能力及解决问题能力等,值得推广。
Objective To observe the effect of problem-based learning(PBL) method in the experimental teaching of central nervous anatomy.Methods 100 students of five year undergraduate students of clinical specialty of Hunan University of Chinese Medicine in 2014 were selected and they were randomly divided into the control group and the observational group,with 50 people in each group.The control group received the traditional teaching method,and the observational group was given PBL + microlectures method.After the experimental teaching of CNS,traditional test questions,cases and practical test questions and questionnaire survey were applied to evaluate effects of these two teaching methods.Results The score of traditional questions,cases and practical questions in the observational group were obviously higher than that in the control group(P<0.05).The percentage of liking degree to the classroom teaching model,teaching satisfaction degree for classroom,classroom learning effects,classroom learning efficiency,classroom improving the learning interest and enthusiasm,classroom improving the ability of independent thinking,the classroom helping to develop and improve the ability to analyze and solve problems in the observation group was obviously higher than that those of the control group(P<0.05 or P<0.01).Conclusion PBL+microlecture methods can improve experimental teaching quality of central nervous anatomy and is beneficial to improve students′ interest in learning and efficiency,and to improve their ability to analyze and solve problems and so on.It is worthy of promotion.
Objective To observe the effect of problem-based learning(PBL) method in the experimental teaching of central nervous anatomy.Methods 100 students of five year undergraduate students of clinical specialty of Hunan University of Chinese Medicine in 2014 were selected and they were randomly divided into the control group and the observational group,with 50 people in each group.The control group received the traditional teaching method,and the observational group was given PBL + microlectures method.After the experimental teaching of CNS,traditional test questions,cases and practical test questions and questionnaire survey were applied to evaluate effects of these two teaching methods.Results The score of traditional questions,cases and practical questions in the observational group were obviously higher than that in the control group(P<0.05).The percentage of liking degree to the classroom teaching model,teaching satisfaction degree for classroom,classroom learning effects,classroom learning efficiency,classroom improving the learning interest and enthusiasm,classroom improving the ability of independent thinking,the classroom helping to develop and improve the ability to analyze and solve problems in the observation group was obviously higher than that those of the control group(P<0.05 or P<0.01).Conclusion PBL+microlecture methods can improve experimental teaching quality of central nervous anatomy and is beneficial to improve students′ interest in learning and efficiency,and to improve their ability to analyze and solve problems and so on.It is worthy of promotion.
引文
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[12]段爱旭,贾涛,范利国,等.医学统计学PBL教学法对医学生评判性思维能力的影响研究[J].中国卫生统计,2014,31(3):532-534.
[13]冯莉莉,廖君,余清平,等.PBL+微课教学法在心脏解剖教学中的应用[J].湖南中医杂志,2015,31(12):130-131.
[14]阮侠,梁乃新,叶欣,等.多媒体视频技术在外科见/实习学生操作技能培训中的应用[J].中华医学教育探索杂志,2014,13(10):1049-1052.
[15]姜利斌,刘文冬.三维动画技术在神经眼科教学中的应用与体会[J].中国中医眼科杂志,2016,26(2):113-114.
[2]杜金英,张海鹰,朱玲玲.PBL教学法与传统教学法在心电图教学中的应用效果比较[J].海南医学,2014,25(18):2790-2791.
[3]董圻.目前解剖学教学的弊端及思考[J].解剖学杂志,2012,35(1):1-3.
[4]林松,崔向丽,王江飞.典型病例法用于中枢神经系统淋巴瘤临床教学的实践[J].中华医学杂志,2010,90(31):2163-2166.
[5]李洁.案例教学法在心内科教学中的应用探讨[J].中国医药导刊,2015,17(2):215-218.
[6]徐胜生,赵菁.PACS在中枢神经系统影像学教学中的应用[J].中华医学教育探索杂志,2012,11(1):56-58.
[7]赵文元,刘建民.研究生中枢神经系统应用解剖教学的几点体会[J].医学教育探索,2007,6(6):524-525.
[8]Sousa AMM,Meyer KA,Santpere G,et al.Evolution of the human nervous system function,structure,and development[J].Cell,2017,170(2):226-247.
[9]高恒宇,杨书龙,马勇,等.人体解剖学中枢神经系统教学中的“两点一线法”[J].齐齐哈尔医学院学报,2004,25(4):440.
[10]姜平,童鑫康,王鹤鸣,等.层次解剖学对当今人体解剖学教学和科研发展的影响[J].解剖学报,2017,48(4):493-496.
[11]刘恩重.中枢神经系统解剖层次概念与意义[J].中华医学杂志,2006,86(23):1589-1591.
[12]段爱旭,贾涛,范利国,等.医学统计学PBL教学法对医学生评判性思维能力的影响研究[J].中国卫生统计,2014,31(3):532-534.
[13]冯莉莉,廖君,余清平,等.PBL+微课教学法在心脏解剖教学中的应用[J].湖南中医杂志,2015,31(12):130-131.
[14]阮侠,梁乃新,叶欣,等.多媒体视频技术在外科见/实习学生操作技能培训中的应用[J].中华医学教育探索杂志,2014,13(10):1049-1052.
[15]姜利斌,刘文冬.三维动画技术在神经眼科教学中的应用与体会[J].中国中医眼科杂志,2016,26(2):113-114.