LBL与PBL相结合的教学模式在流行病学教学中的应用与评价  

Evaluation on Effectiveness of Practicing Combined Teaching Methods of LBL and PBL in the Teaching of Epidemiology

作　　者：王兆芬[1] 杜文琪[1] 李斌[1] 刘寿[1] 

机构地区：[1]青海大学医学院,青海西宁810008

出　　处：《中国高等医学教育》2014年第7期90-91,共2页China Higher Medical Education

基　　金：青海大学教育教学研究基金(JY1112001)

摘　　要：目的:探讨LBL与PBL相结合的教学模式在流行病学教学中的效果。方法:2008级临床医学和预防医学2个班90人,随机分为教学改革组(LBL+PBL)45人,传统授课组(LBL)45人。教学结束后通过实习报告成绩及问卷调查进行教学效果评价。结果:LBL+PBL组成绩高于单纯LBL教学组,学习兴趣、主动性、交流能力、团队合作能力、解决问题的能力、搜集资料能力优于单纯LBL教学组,但比较耗时。结论:在流行病学教学中实施LBL+PBL教学,可以提高学生综合素质。Objective To explore teaching effectiveness of combined methods of LBL and PBL in epidemiology. Methods 90 students from two classes of clinical and preventive medicine were randomly divided into pilot group （ LBL ＋ PBL） and control group（ LBL）, to which LBL and PBL ＋ LBL methods were applied in two semesters. Teaching effectiveness was evaluated by questionnaire and written report scores. Results Written report performance and learning interest, initiative, communication skills, team cooperation, problem- solving and information-collecting abilities of students in LBL ＋ PBL group were better than that of LBL group. However, compared with LBL group, students of LBL ＋ PBL group spent more time in finishing given tasks. Conclusion Combined teaching of LBL ＋ PBL in epi- demiology can improve the teaching effectiveness and students＇ quality and ability in many aspects.

关 键 词：LBL PBL流行病学 

分 类 号：G424[文化科学—课程与教学论]