医学微生物学课程中经典PBL的实施、评价与思考  

Thinking on the application and students＇ feedback of classic PBL in a medical microbiology course

作　　者：辛岗[1] 苏芸 王革非[1] 杨棉华[1] 李康生[1] 

机构地区：[1]汕头大学医学院微生物学与免疫学教研室,515041

出　　处：《中华医学教育探索杂志》2011年第11期1350-1352,共3页Chinese Journal of Medical Education Research

基　　金：基金项目：中华医学会医学教育分会、中国高等教育学会医学教育专业委员会2010年度医学教育研究立项课题（2010-07-26）;汕头大学医学院第三批新教学模式教学改革工程项目（2009010）

摘　　要：在医学微生物学课程中实施经典PBL，调查问卷结果显示，多数学生认为案例合适、PBL可增强对学习内容的理解，对讨论的过程和学习收获都比较满意。针对实施过程中遇到的问题和学生的评价反馈，对教师角色定位、课后总结、合理安排课程、多种教学方式结合、导师的选择等问题进行了探讨。Classic problem-based learning （ PBL ） was applied in a medical microbiology course. The results of questionnaire survey showed most of the students were satisfied with the whole learning pro- gram. They thought the case was appropriate, and the discussing could increase their understanding of the knowledge. Based on the problems faced during the application and the students＇ feedback, the duty of the tutors, summary of the learning topic, arrangement of the course, application of different teaching methods, and selection of the tutors were discussed in detail.

关 键 词：基于问题的学习 医学微生物学 问卷调查 

分 类 号：R37-4[医药卫生—病原生物学]