基于案例的PBL在临床免疫学与检验教学中的实践  

Practice of case-based PBL teaching model in clinical immunology and laboratory teaching

作　　者：马兴铭[1] 雒艳萍[1] 王竞秋[1] 张李峰[1] 梁亚玲[1] 吴玉凤[1] 

机构地区：[1]兰州大学基础医学院,730000

出　　处：《中华医学教育探索杂志》2012年第8期837-839,共3页Chinese Journal of Medical Education Research

基　　金：基金项目：兰州大学教学研究项目（201125）

摘　　要：目的培养学生独立思考和分析与解决问题的能力，提高教学质量。方法以25名2008级医学检验本科生为研究对象实施基于案例的“以问题为基础的学习”（Problem-based learning，PBL）。教学步骤分为课前动员、提出问题、自学解疑、课堂讨论、点评总结5个阶段。采用问卷调查评价教学效果。结果学生认为，自身的学习积极性（83．3％）、自学及获取文献信息能力（79．2％）、分析与解决问题能力（79．2％）、临床思维与推理能力（79．2％）得到明显提高；对采用基于案例的PBL教学满意率达95．8％。结论基于案例的PBL取得较好教学效果，值得推广。Objective To train medical students＇ competence of independent thinking and problem solving and to improve the quality of teaching. Methods The case-based PBL teaching model was introduced to teaching practice for 25 undergraduates majoring in medical laboratory. The teaching process included pre-class mobilization, question, self-study, discussion and summary. Effectiveness of teaching was evaluated with questionnaire. Results For these medical students, the enthusiasm of learning （83.3%）, ability of self-learning and information seeking （79.2%）, ability of discussing and problem solving （79.2%）, ability of scientific thinking and clinical reasoning （79.2%） were significantly improved. Teaching satisfaction rate of case-based PBL teaching model was up to 95.8%. Conclusion Better results of teaching were achieved and the case-based PBL teaching model is worth spreading.

关 键 词：医学教育 案例教学 以问题为基础的学习 临床免疫学与检验 

分 类 号：R-4[医药卫生]