不同专业背景教师在包含“职际学习元素”的以问题为基础学习中表现的研究  

The study of the performances of teachers with different backgrounds in PBL with inter-professional learning dements

作　　者：徐兰[1] 裴军[1] 俞赤卉[2] 郭琦[3] 初明[1] 俞荔琼[3] 赵姗[3] 朱蕴兰[1] 王月丹[1] 

机构地区：[1]北京大学基础医学院免疫学系,100191 [2]北京大学医学部教育处教学评价与教师技能培训办公室,100191 [3]北京大学基础医学院学生办公室,100191

出　　处：《中华医学教育杂志》2013年第6期849-852,915,共5页Chinese Journal of Medical Education

基　　金：2010年度北京大学医学部教育教学研究课题（医教字[2010]10号）

摘　　要：为了探索职际学习（interprofessional learning,IPL）元素在以问题为基础学习（problembased learning,PBL）中的作用和意义,选择北京大学医学部基础医学院不同专业背景的PBL指导教师在不同医学专业本科生教学中,实施了含有IPL元素的PBL教学方式,通过对学生评价、教学效果和学生考核成绩的统计学分析,本研究评估了不同专业背景教师在PBL教学中的作用和表现,同时比较了他们在传统PBL教学和含有IPL元素的PBL教学的效果.实践证明,不同专业背景教师均适合进行PBL教学指导,而在包含IPL元素的PBL教学中,非本专业的指导教师在管理学习过程中具有一定的优势.The aim of this study is to explore the functions of the IPL （inter-professional learning） elements fulfilled in problem-based learning （PBL）. In this study tutors with different background were chosen to guide the Undergraduate students in PBL with IPL elements. Tutors performance in the PBL course were measured by student＇ s evaluation form, teaching effective, and the students＇ grades for the tutorial session and final examination. At the same time, effectiveness of teaching were compared with the conventional PBL teaching and the IPL. The results indicate that, members from different backgrounds are all capable to do the PBL tutor job. Meanwhile tutors without professional background have more advantages in the process of management of teaching.

关 键 词：以问题为基础学习 职际学习 教师 考核 评估 

分 类 号：R-4[医药卫生]