双向引导PBL对医学生学习方式影响的研究  

The Study on Learning-style of Medical Students in Bi-directional Leading of PBL Teaching

作　　者：焦光宇[1] 李响[1] 马宁耶[1] 梁宏军[1] 吴多芬[1] 郭启勇[1] 

机构地区：[1]中国医科大学附属盛京医院,辽宁沈阳110004

出　　处：《医学与哲学（A）》2009年第6期71-72,74,共3页Medicine & Philosophy:Humanistic & Social Medicine Edition

基　　金：美国中华医学基金会(CMB)"学生特性与PBL教学模式探讨";项目编号:03-793

摘　　要：研究学生引导与教师引导的PBL教学模式对医学生学习方式特性的影响。将56名医学生分为学生引导及教师引导的PBL组。PBL进行前后分别对两组学生的学习方式特性进行评估,并进行标准化病人(SP)测试。结果表明:学生引导组PBL教学后比之前合作性、参与性均增高;教师引导组仅合作性增高;在SP测试中,学生引导组交流沟通能力高于教师引导组。PBL教学改善医学生的某些学习方式特性。To study the difference of learning-style scores of medical students following student-led problem based learning （SLPBL） and teacher-led PBL （TLPBL） teaching experience. We divided 56 students into SLPBL group and TLPBL group. The Grasha-Reichmann Student Learning Style Scale （GRSLSS） was tested to students before and after PBL teaching, and the standardized patient＇s test was given to students after PBL teaching. The ＂collaboration＂ and ＂participation＂ abilities increased significantly after PBL teaching in SLPBL group. However, only the ＂collaboration＂ ability increased in the TLPBL group. In the SP test, communication ability was higher in SLPBL than that in the TLPBL group after PBL teaching. The learning styles improved after PBL teaehing both in the SLPBL and TLPBL group.

关 键 词：PBL 学习方式特性 医学生 交流沟通能力 

分 类 号：R-05[医药卫生]