康复医学选修课教学中PBL和CBL融合模式的探索  

Exploring the Combination With PBL and CBL Model in the Rehabilitation Medicine Teaching as an Elective Course

作　　者：招少枫[1] 何怀[1] 昝云强[1] 李莉[1] 

机构地区：[1]苏州大学附属第一医院康复医学科,江苏苏州215006

出　　处：《中国继续医学教育》2016年第11期19-21,共3页China Continuing Medical Education

基　　金：江苏省临床医学科技专项(BL2014047)

摘　　要：目的探讨以问题为基础的教学(PBL)和以案例为基础的教学(CBL)融合模式在临床专业本科生康复医学选修课教学实施中的效果。方法 2012级205名临床医学本科生,其中对照班112人,采用传统讲授为主的教学(LBL)模式。教改班93人在LBL基础上采用PBL和CBL相融合的教学模式。课程结束后采用当堂考试对教学效果进行评估,其中教改班还开展不记名问卷调查。结果教改班的总成绩优于对照班,尤其在主观题的案例分析部分(P<0.05)。教改班的问卷调查结果显示大多数同学认为这种方式能提高学习兴趣,提高独立思考和解决临床问题的能力。结论 PBL和CBL融合模式有利于弥补传统教学中的局限性,充分调动学生的学习主动性,提高了教学质量。Objective To explore the effect of the problem based learning（PBL） and case based learning（CBL） in the rehabilitation medicine teaching as an elective course. Methods 205 undergraduate students majoring in clinical medicinein 2012 class were divided into two groups, 112 students in control group and 93 students in experiment group. The control group learned by traditional lecture based learning（LBL）. The experiment group, on the basis of LBL, learned with combination of PBL and CBL. Both groups received a quiz to test the effect of learning, and experiment group also fulfilled an anonymous questionnaire. Results The score of experiment group was superior to that in control group, especially in the case analysis of subjective items（P〈0.05）. The investigation about questionnaire in experiment group showed that most students thought that this new strategy of learning can improve their interest, improve the ability of independent thinking and solving clinical problems. Conclusion The combination of PBL and CBL is helpful to make up the traditional teaching, get more initiative of learning and improve the quality of teaching.

关 键 词：康复医学 PBL教学 CBL教学 LBL教学 

分 类 号：G642[文化科学—高等教育学]