医学物理学在情景认知下的PBL教学效果分析  

Analysis on effects of PBL based on situated cognition in teaching medical physics

作　　者：宋清焕[1] 谢稼祥[1] 张海涛[1] 

机构地区：[1]漯河医学高等专科学校,河南漯河462002

出　　处：《中国高等医学教育》2009年第9期68-69,共2页China Higher Medical Education

摘　　要：目的:分析医学物理学在情境认知下的PBL教学效果。方法:将本校08级检验专业和药学专业的两个专科班分别作为实验班与对照班,实验班在情境认知下采用PBL(Problem-Based Learning)教学,对照班则全部采用传统教学;采用期末考试和问卷调查相结合的形式进行教学效果分析。结果:实验班与对照班的基础知识部分成绩比较无显著性差异;而总成绩、综合应用部分成绩比较有显著性差异。结论:在专科班医学物理学教学中,在情景认知下采用PBL教学取得了满意的教学效果。Objectives：To analyze the effects of PBL based on situated cognition in medical physics teaching. Methods： 2008 students majoring in medical laboratory professional served as experimental group and the students majoring in pharmacy as the control group. The experimental class used the PBL teaching methods based on the situation cognition theory, but the control class completely used the traditional teaching. The teaching effect analysis was according to the terminal examinations and questionnaire. Results：There is no significant difference in the basic knowledge in medical physics between the two groups. However, there are significant differences in the overall score and the score for the comprehensive application part in the final examination between the two groups. Conclusion：It is recommended that PBL based on situated cognition should be adopted in teaching medical physics with a satisfactory effect in medical college.

关 键 词：医学物理学 情境认知 PBL教学效果 

分 类 号：G642.0[文化科学—高等教育学]