LBL联合PBL在内分泌教学中的应用  

Application of LBL combined with PBL in endocrinology teaching practice

作　　者：袁心露[1] 朱晓晖[1] 崔世维[1] 

机构地区：[1]南通大学附属医院内分泌科,226001

出　　处：《中华医学教育探索杂志》2013年第9期930-933,共4页Chinese Journal of Medical Education Research

基　　金：2010年南通大学附属医院教学研究项目（Tfj1002）

摘　　要：目的探求基于课堂的学习（1ecture．basedlearning，LBL）联合以问题为基础的学习（problem-based[earning，PBL）在内分泌学教学中的可行性及优越性。方法将150名临床医学专业本科学生随机分为三组：LBL组（n=50），PBL教学组（n=50）以及LBL＋PBL教学组（n=50），分别采用LBL、PBL和LBL＋PBL双轨教学，采用问卷调查、笔试及口试评估教学效果，运用方差分析比较各项指标得分情况，成绩和及格率比较采用卡方检验。结果LBL＋PBL教学法教学效率、知识掌握度、分析解决问题能力、团队协作能力、以及医学诊疗思维的培养等方面优于其他2组；总成绩3组间的差异有统计学意义（F=4．69，P=-0．010）；3组及格率差异有统计学意义（x2=8．94，P=0．030）。结论较LBL及PBL教学法相比，LBL联合PBL教学法既保证了教学质量，也培养了学生综合素质。Objective To investigate the feasibility and superiority of the lecture based learning （LBL） combined prablem-based learning （PBL） for endocrinology teaching practice. Methods Totally 150 clinic medical undergraduates were randomly divided into three groups： LBL group （n=50）, PBL group （n=50） and LBL＋PBL group （n=50）. Questionnaires, written and oral tests were employed to evaluate the teaching effect. ANOVA was used to compare the indicator scores and chi-square test was used to compare grades and passing rate. Results Teaching efficiency, mater of knowledge, capabilities of analysis, teaming and collaboration ability and medical diagnosis thinking cultivation were better in LBL and PBL group than in the other two groups. There were statistical differences in total score （F=4.69, P=0.010） and passing rate（A-2=8.94,P=0.030） among three groups. Conclusions LBL＋PBL guarantee the teaching quality and cultivate the comprehensive quality of students ; therefore it is superior to LBL and PBL.

关 键 词：基于课堂的学习 以问题为基础的学习 联合教学 内分泌学 

分 类 号：R58[医药卫生—内分泌]