PBL教学法在局部解剖学教学中的改革与实践  

Reform and Practice of PBL Teaching in the Teaching of Topographic Anatomy

作　　者：伏辉[1] 徐四元[1] 马森[1] 龚厚武 周启良[1] 

机构地区：[1]长沙医学院基础学院,湖南长沙410219

出　　处：《中国卫生产业》2017年第10期82-83,共2页China Health Industry

基　　金：湖南省教学改革项目湘教通[2016]400号-852;长沙医学院校级教改课题长医教[2016]29号-51

摘　　要：目的局部解剖学是临床医学专业的一门重要的基础与桥梁课程,探索有效的教学模式,培养具有自主学习和临床思维能力的医学人才。方法将该院2014级临床专业1班与2班各60名学生分为对照组和实验组,对照组沿用传统的教学模式,实验组采用PBL教学模式,对两组学生进行问卷调查及考试成绩分析。结果 PBL教学模式得到教师与学生一致好评,教学效果明显高于对照组(P<0.01)。结论 PBL教学模式提高了局部解剖学教学质量,以学生为主体,提高学生的自主学习和临床思维能力。Objective Topographic anatomy is an important basic and bridge course of clinical medical major, and the purpose of the course is to explore the effective teaching model and culture the medical talents with autonomic learning and clinical thinking ability. Methods 60 cases of students in the class 1 and class 2 in the clinical major in our hospital were divided into two groups, the control group adopted the traditional teaching model, while the experimental group adopted the PBL teaching model, and the questionnaire results and examination scores of the two groups were analyzed. Results PBL teaching model was well received by teachers and students, and the teaching effect was obviously higher than that in the control group（P〈0.01）. Conclusion PBL teaching model improves the topographic anatomy teaching quality and improves the automatic learning and clinical thinking ability of students by on the basis of student-oriented concept.

关 键 词：PBL 局部解剖学 自主学习 临床思维 

分 类 号：R322[医药卫生—人体解剖和组织胚胎学]