PBL中基础临床联合指导的教学效果调查  

Learning efficacy of medical students in problem-based learning tutorials jointly facilitated with tutors from basic sciences department and clinical hospital

作　　者：蒲丹[1] 吴立玲[1] 安金兵[2] 宋德懋[1] 曾辉[3] 时月芹[3] 王宪[1] 王韵[1] 

机构地区：[1]北京大学基础医学院,北京100191 [2]北京大学公共教学部,北京100191 [3]北京大学第三医院,北京100191

出　　处：《中国医学教育技术》2016年第5期597-600,共4页China Medical Education Technology

基　　金：2014年度北京大学医学部教育教学研究课题(北医(2014)部教字177号)

摘　　要：目的探索基础学科与临床学科联合指导是否有益于促进"基于问题的学习(problem based learning,PBL)"讨论效率及激发学生学习兴趣。方法选择北京大学基础医学院三年级医学本科生为实验对象(这些学生之前进行的PBL讨论课由基础学科教师单独指导),联合指导小组增加1位临床学科教师作为指导教师,4个PBL讨论案例、4个小组合计49名学生。每次案例讨论课开始前向联合教学组的学生发放自行设计的问卷表,请学生在学习过程中关注问卷所涉及的内容,课程结束后回收问卷。以SPSS 16.0软件进行数据分析,采用Wilcoxon符号秩和检验进行分析,P<0.05表示差异有统计学意义。结果所有49名学生进行了反馈。针对指导教师表现的调查显示,学生认为基础学科教师在梳理学习目标、鼓励提出不同想法以及使用学生熟悉的专业名词三个方面有一定的优势;关于学习习惯的调查显示,联合指导时学生反馈参与讨论、发言以及上传学习材料等更为积极;关于学习效果的调查显示,学生认为联合指导时对学习目标的掌握、基础和临床知识的融合以及对未来临床工作的帮助都更加有益。结论基础学科教师与临床学科教师联合指导有利于基础和临床的深度融合,师生受益,教学相长。这种创新性的尝试也为基础学科及临床学院教师互聘机制提供了依据。Objective To investigate whether problem-based learning( PBL) tutorials jointly facilitated with tutors from basic sciences department and clinical hospital can enhance the discussion and learning efficacy of medical students. Methods The third-year medical students from School of Basic Medical Sciences,Peking University,were selected for this study( these students had received PBL tutorials facilitated by the tutors from the School of Basic Medical Sciences alone). One more tutor from the teaching hospital was added to the joint facilitation group,and there were 4 joint facilitation groups;totally 49 students were in the 4 PBL tutorials. Questionnaires were distributed to each joint facilitation group before class and the students were reminded to pay close attention to the contents of questionnaire during the PBL tutorial. Questionnaires were collected and analyzed with SPSS 16. 0. Non-parametric paired Wilcoxon tests were used. A P value less than 0. 05 was considered as having statistical significance. Results All the 49 students completed the questionnaires. Tutors from the School of BasicMedical Sciences showed more advantages in facilitating discussions during the tutorials,especially in sorting learning objectives,encouraging different opinions and using familiar technical terms. The results of study habit questions revealed that during joint tutorials,students were active in participating in discussions,speaking up and uploading learning materials. The results on learning efficacy showed that the students thought the joint tutorials were more helpful to their grasping learning objectives,integrating basic and clinical knowledge,and future clinical work. Conclusion Joint teaching with tutors from basic medical sciences department and clinical hospital is of great help for deep integration of basic medical sciences and clinical knowledge,benefiting both teachers and students. This innovative trial also provides basis for setting up mutual teacher appointment system between the School of Basic Medical Scien

关 键 词：基于问题的学习 联合指导 学习效果 

分 类 号：G642.0[文化科学—高等教育学]