CBL联合PBL教学在新生儿理论课中的应用  

Application of CBL and PBL Teaching in Newborn Theory Class

作　　者：陈峋 韦秋文[1] 廖宁[1] 刘静[1] 梁秀安[1] CHEN Xun;WEI Qiuwen;LIAO Ning;LIU Jing;LIANG Xiuan(The First Affiliated Hospital of Guangxi Medical University, Nanning, Guangxi 530021)

机构地区：[1]广西医科大学第一附属医院儿科,广西南宁530021

出　　处：《科教导刊》2018年第10期79-81,共3页The Guide Of Science & Education

基　　金：2016年广西医科大学教育教学改革重点资助项目"病例导入式PBL教学在儿科学的应用"(2016XJGZ05)

摘　　要：目的:探讨病例导入式学习(case-based learning,CBL)联合以问题为基础的学习(problem-based learning,PBL)在新生儿理论课教学中的应用。方法:以随机原则将该校临床医学专业92名学生均分为两组,CBL联合PBL教学组和传统授课式教学(lecture based learning,LBL)组。结果:CBL联合PBL教学组学生理论成绩,以及他们对自身的评价,对教师授课的满意度均高于LBL教学组学生(P<0.05)。结论:CBL联合PBL教学能够使学生掌握理论知识,提高临床分析和交流沟通能力。Objective： To explore the application of case-based learning （CBL） combined with problem-based leaming （PBL） in neonatal theory teaching. Methods： A total of 92 students in the clinical medicine department of the school were divided into two groups by randomization. The CBL combined with the PBL teaching group and the lecture based learning （LBL） group. Results： The theoretical results of the students of CBL and PBL teaching group and their self-evaluation were higher than those of the LBL teaching group （P 〈 0.05）. Conclusion： CBL combined with PBL teaching enables students to master theoretical knowledge and improve clinical analysis and communication skills.

关 键 词：病例导入式学习 以问题为基础的学习 新生儿学 理论课 

分 类 号：G424[文化科学—课程与教学论]