军医大学八年制临床医学生传染病学PBL式教学改革研究  

PBL Teaching Reform in Lemology for Eight-Year Program Medical Students

作　　者：潘蕾[1] 魏欣[2] 张野[2] 连建奇[2] 贾战生[2] 白雪帆[2] 

机构地区：[1]第四军医大学唐都医院呼吸内科,陕西西安710038 [2]第四军医大学唐都医院传染科,陕西西安710038

出　　处：《华南国防医学杂志》2016年第8期515-517,共3页Military Medical Journal of South China

基　　金：第四军医大学教学研究项目(FF201032)

摘　　要：目的本文旨在将以问题为基础(problem based learning,PBL)的方法应用于传染病学教学中,探索其效果并论证其可行性。方法把2009级八年制临床医学生20人随机分成对照组和教改组,教改组在传染病学的理论授课、实习两部分采用PBL式教学,对照组采用传统教学模式,2年后观察效果,用德尔菲法建立其能力指标评估体系对2组进行评估,判断PBL教学对八年制医学生临床技能的实践作用。结果教改组学生的理论课和实习成绩比对照组平均高出8.5分和9.0分,出科后通过能力指标体系测评分别为86.5分和73.5分。结论 PBL教学模式能够大幅提高八年制医学生对传染病学理论和临床知识掌握程度,具有一定的教学改革实践意义。Objective To explore the effect of problem based learning（ PBL） and demonstrate the feasibility of this method for lemology teaching in eight-year medical students. Methods Twenty eight-year program medical students of 2009 were randomly divided into control group and teaching reform group. Teaching reform group was implemented PBL teaching theory and practice courses in lemology,and traditional teaching model was adopted in control group. Delphi method was used to assess the functional indexs of two groups after two years. Results The scores of theory and practice course in teaching reform group were 8. 5 point and 9. 0 point average higher than those of control group,and the result scores of functional indexs assessment after-department examination were 86. 5 point in teaching reform group and 73. 5 point in control group. Conclusion PBL teaching model,with a certain practical significance in teaching reform,can greatly improve mastery degree of lemology theory and clinical knowledge for eight-year program medical students.

关 键 词：传染病学 以问题为基础的教学法 八年制临床医学生 

分 类 号：R51[医药卫生—内科学]