CBL与PBL在医学本科生眼科学教学中的对比研究  

Study of CBL and PBL in Ophthalmology Teaching of Undergraduates’ Medical Education

作　　者：黄江[1] 徐国旭[1] HUANG Jiang;XU Guoxu(Department of Ophthalmology, The Second Affiliated Hospital of Soochow University, Suzhou Jiangsu 215004, China)

机构地区：[1]苏州大学附属第二医院眼科

出　　处：《中国继续医学教育》2019年第26期8-11,共4页China Continuing Medical Education

基　　金：苏州大学附属第二医院临床优势科学群项目(XKQ2015002);苏州市科技发展计划指导项目(SYSD2016091)

摘　　要：目的在大学本科学生眼科学教学中,比较以案例为基础(casebasedlearning,CBL)教学法和以问题为基础(problem-based learning,PBL)教学法的应用效果。方法选取2014 级临床医学五年制本科学生共42 人作为教学对象,分为两组,分别进行CBL 教学和PBL 教学,教学结束后以问卷调查的方式了解学生对于CBL 教学及PBL 教学的评价反馈。结果在提高学习兴趣方面,PBL 组中76.2%的学生认为能够提高学习兴趣,CBL 组中85.7%的学生认为能够提高学习兴趣;在“前期基础理论知识储备在该教学法实施过程中是否足够”方面,71.4%的CBL 组学生认为足够,而47.6%的PBL 组学生认为足够,但两者之间差异无统计学意义;但在“是否需要占据大量课前时间进行预习”方面,CBL 组中42.9%的学生认为需要占据大量时间进行课前预习,在PBL 组中高达85.7%的学生认为需要大量时间进行预习,且两组之间差异存在统计学意义(P < 0.05);在“是否需要在该教学过程中增加教师引导、讲解的内容”,66.7%的CBL 组学生认为需要增加教师讲解内容,95.2%的PBL 组学生认为需要增加,两组之间差异也有统计学意义(P < 0.05)。结论相较于传统学习方式,CBL 与PBL 应用于眼科学的临床教学均能提高学生的学习积极性,增强了学生自主学习能力。两种教学法各有利弊,PBL 教学法对学生的自学能力要求较高,课前花费时间较多,对于自学能力不佳的学生并不适合。CBL 教学法由于在教学过程中教师引导讲解的部分能够更容易地让学生理清思路、理解知识内容,因此可能更适合尚无临床知识储备的本科医学生。Objective To compare the application effects of case-based learning (CBL) teaching method and problem-based learning (PBL) teaching method in the ophthalmologyl teaching of undergraduate students. Methods A total of 42 undergraduate medical students were selected as the teaching objects. They were divided into two groups: CBL group and PBL group. After the teaching, the questionnaires were used to analyze the students' feedback on the effect of CBL teaching and PBL teaching. Results In terms of improving the interest in learning, 76.2% of the students in the PBL group believed that it could improve their interest in learning. 85.7% of the students in the CBL group believed that they had interest in learning. In the item of “pre-basic theoretical knowledge reserve is sufficient or not in the implementation of the teaching method”, 71.4% of the CBL students considered that it was sufficient, while only 47.6% of the PBL students considered it was sufficient, however there was no statistical difference between the two group. In the CBL group, 42.9% students found that it was necessary to take up a large amount of pre-class time, while up to 85.7% of the students in the PBL group think that they need a lot of time for the preparation, and there is a statistically significant difference between the two groups (P < 0.05). In items of “Do you need to increase in the teaching process?”, 66.7% of the CBL students believed that it was necessary to increase the content of the teacher's explanation. 95.2% of the PBL students think that they need to the teacher’s more comments, and there was significant difference between the two groups (P < 0.05). Conclusion Compared with the traditional learning methods, CBL and PBL applied to the clinical teaching of ophthalmology can improve students' enthusiasm for learning and enhance students' self-learning ability. Both methods have their own advantages and disadvantages. The PBL method requires students to have higher self-learning ability and spend more time before class. H

关 键 词：眼科学 教学 案例教学法 问题教学法 引导式教学模式 对比研究 

分 类 号：G642[文化科学—高等教育学]