PBL联合LBL教学法在病理生理学教学中的探索  

Application of PBL combined with LBL in the teaching of pathophysiology

作　　者：曹冬黎[1] 邓云[1] 

机构地区：[1]安徽理工大学医学院生理学与病理生理学教研室,淮南232001

出　　处：《基础医学教育》2015年第5期378-380,共3页Basic Medical Education

基　　金：安徽理工大学教学研究重点基金资助项目(2012-25)

摘　　要：随着医学教育事业的发展,传统的教学方法已经不能满足病理生理学的教学需要。将PBL与LBL教学法分别或联合教学,课程结束后比较教学效果,并收集学生的反馈意见进行分析。结果表明,LBL教学组(LBL组)学生的理论知识成绩优于PBL教学组(PBL组),PBL组学生病例分析成绩明显高于LBL组,而PBL联合LBL教学组(LBL联合PBL组)学生的理论知识成绩和病例分析成绩分别高于其他两组。PBL与LBL教学法联合能激发学生的学习兴趣和学习主动性,提高了学生的自学能力、解决问题的能力、团队协作能力和沟通能力,显著提升病理生理学教学效果。With the development of medical education, the traditional teaching methods can not meet the needs of the education in pathophysiology. PBL and LBL teaching methods were used alone or combined. At the end of the course the effects were compared and the students＇ feedback were collected for analysis. The results indicated that the PBL group got higher scores in the case analysis but lower scores in theory test than the LBL group, and the PBL combined with LBL group did better than the other two groups. PBL com- bined with LBL could stimulate students＇ learning interest and promote their active learning. It also improved students＇ ability of auton- omous learning, problem solving, team cooperation and interaction as well as the effects of instruction in pathophysiology.

关 键 词：病理生理学 PBL LBL 教学改革 

分 类 号：R363[医药卫生—病理学]