LPR教学模式在八年制心力衰竭案例教学中的应用
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摘要
目的评价LPR[课堂讲授(LBL)+基于问题的学习(PBL)+基于研究的学习(RBL)]教学模式在八年制心力衰竭案例教学中的应用效果。方法选取空军军医大学2014级八年制学生32名,随机分为两组,分别采取LP(LBL+PBL)和LPR模式进行教学。课程结束后,通过理论考试和调查问卷的方式来评价教学效果。结果 LPR教学模式组学员平均成绩明显高于LP教学模式组(P <0. 05)。问卷调查结果显示,LPR教学模式组学生对于知识的掌握与应用、学习主观能动性、分析解决问题能力以及临床和科研思维的认可程度明显提高。结论 LPR教学模式可提高八年制心力衰竭案例的教学效果,不仅提高学生学习主观能动性,还有利于提升学生的科研思维。
AIM To evaluate the effect of the teaching mode of LPR[LBL( lecture-based learning) +PBL( problem-based learning) + RBL( research-based learning) ] in the case teaching of heart failure in eight-year program medical students. METHODS Thirty-two eight-year program medical students of2014 Grade in Air Force Medical University were selected and randomized into two classes: LP( LBL +PBL) learning class and LPR learning class. After the courses were completed,the effects of different teaching modes were appraised by comprehensive score evaluation and questionnaire survey. RESULTS The average score of LPR learning class was significantly higher than that in LP learning class( P <0. 01). The results of the questionnaire survey demonstated that LPR learning significantly increased learning subjective initiative,ability to solve and analyze problems,and capability of scientific thinking.CONCLUSION LPR learning mode is effective and valuable in teaching of heart failure in eight-year program medical students. In summary,not only students ' learning subjective initiative is generally improved,but also their capability of scientific thinking is better promoted.
AIM To evaluate the effect of the teaching mode of LPR[LBL( lecture-based learning) +PBL( problem-based learning) + RBL( research-based learning) ] in the case teaching of heart failure in eight-year program medical students. METHODS Thirty-two eight-year program medical students of2014 Grade in Air Force Medical University were selected and randomized into two classes: LP( LBL +PBL) learning class and LPR learning class. After the courses were completed,the effects of different teaching modes were appraised by comprehensive score evaluation and questionnaire survey. RESULTS The average score of LPR learning class was significantly higher than that in LP learning class( P <0. 01). The results of the questionnaire survey demonstated that LPR learning significantly increased learning subjective initiative,ability to solve and analyze problems,and capability of scientific thinking.CONCLUSION LPR learning mode is effective and valuable in teaching of heart failure in eight-year program medical students. In summary,not only students ' learning subjective initiative is generally improved,but also their capability of scientific thinking is better promoted.
引文
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[4]李娟,徐明,郭海涛,等. PBL与TBL联合模式在心力衰竭案例教学中的应用[J].心脏杂志,2015,27(6):743-745.
[5]温伟红,王涛,庄然,等. PBL结合典型病例在高血压教学中的应用和探讨[J].心脏杂志,2016,28(5):624-627.
[6] Baker S,Gersten R,Graham S. Teaching expressive writing tostudents with learning disabilities:research-based applications andexamples[J]. J Learn Disabil,2003,36(2):109-123,149-150.
[7]安毅莉,赵伊昕,张梦华. PBL,LBL及PBL+LBL教学法在医学教育中的优劣[J].西北医学教育,2016,24(2):275-277.
[2]Knutson K,Smith J,Nichols P,et al. Bringing the excitement andmotivation of research to students; Using inquiry and research-basedlearning in a year-long biochemistry laboratory:Part II-research-based laboratory-a semester-long research approach using malatedehydrogenase as a research model[J]. Biochem Mol Biol Educ,2010,38(5):324-329.
[3]Pfeffer JM,Pfeffer MA,Mirsky I,et al. Prevention of the develop-ment of heart failure and the regression of cardiac hypertrophy by cap-topril in the spontaneously hypertensive rat[J]. Eur Heart J,1983,4 Suppl A:143-148.
[4]李娟,徐明,郭海涛,等. PBL与TBL联合模式在心力衰竭案例教学中的应用[J].心脏杂志,2015,27(6):743-745.
[5]温伟红,王涛,庄然,等. PBL结合典型病例在高血压教学中的应用和探讨[J].心脏杂志,2016,28(5):624-627.
[6] Baker S,Gersten R,Graham S. Teaching expressive writing tostudents with learning disabilities:research-based applications andexamples[J]. J Learn Disabil,2003,36(2):109-123,149-150.
[7]安毅莉,赵伊昕,张梦华. PBL,LBL及PBL+LBL教学法在医学教育中的优劣[J].西北医学教育,2016,24(2):275-277.