PBL教学模式对医学研究生教育环境的影响  

The effect of PBL teaching mode on the education environment of medical postgraduates

作　　者：卢智泉[1] 闫佳[1] 孙文慧[1] 张迪[1] 姜腾轩[1] 李岩[1] 翟淑娜[1] 

机构地区：[1]辽宁医学院流行病学教研室,辽宁锦州121001

出　　处：《现代预防医学》2012年第23期6380-6382,共3页Modern Preventive Medicine

基　　金：辽宁省高等教育教学改革研究项目(2007-210);辽宁医学院教学改革研究项目(2009-A-029)

摘　　要：目的探索基于问题学习法(PBL)教学模式对医学研究生教育环境的影响。方法从2010级研究生中随机选择5个班级(每班30人)作为实验组,应用PBL教学模式;同时随机选择另外5个班作为对照组,应用传统教学方法(LBL)。课程结束后采用医学教育环境测量工具DREEM表,调查学生对医学教育环境的认知情况。同时采用另一份调查表获得实验组学生对影响PBL教学效果的各因素得分,并对各因素与DREEM表总分和各子项目进行相关与回归分析。结果实验组DREEM表总分(135.39±17.57)明显高于对照组(128.11±14.38),差异具有统计学意义(t=3.93,P﹤0.001)。实验组学生对学习、环境以及社交的自我知觉得分显著高于对照组(P﹤0.05)。回归分析中,小组学习、教师授课、教学资源以及课程组织情况依次影响教育环境总分。结论 PBL教学模式能够显著改善医学教育环境,有利于培养高素质的医学人才。OBJECTIVE To investigate the effect of problem-based learning （PBL） teaching mode on the education environment of medical postgraduates. METHODS 5 classes （30 students per class） were randomly selected as experimental group using PBL teaching mode, at the same time, another 5 classes were chosen at random as control group using traditional teaching method in grade 2010postgraduates. The Dundee Ready Education Environment Measure （DREEM） Inventory was used to measure the medical education environment. Simultaneously, the scores of factors affecting PBL practice were obtained using another questionnaire and correlation and regression analysis was conducted between these factors and the score of total DREEM and items. RESULTS The DREEM score of PBL group （135.39±17.57） was significantly higher than control （ 128.11±14.38） （t = 3.93, P﹤0.001）. There was a significant difference between experimental group and the control in learning, environment and sociability （P﹤0.05）. Group learning, faculty teaching, instructional resources and PBL curriculum organization influenced total DREEM score by turns in regression analysis. CONCLUSION PBL teaching mode can improve the education environment of medical postgraduates markedly, which would help to raise high-quality medical talent.

关 键 词：PBL 教学模式 医学教育环境 

分 类 号：G424[文化科学—课程与教学论]