案例学习教学法和问题学习教学法在“分子遗传学实验技术和分析方法”课程中的应用  

Application of integration of CBL with PBL teaching method in the course experimental techniques and analytical methods of molecular genetics

作　　者：梁波[1] 郑晓冬[1] 陈刚[1] 左先波[1] 周伏圣[1] 张学军[1] LIANG Bo;ZHENG Xiaodong;CHEN Gang;ZUO Xianbo;ZHOU Fusheng;ZHANG Xuejun(Department of Dermatology and Venereology,The First Affiliated Hospital,Anhui Medical University/Key Laboratory of Dermatology,Ministry of Education,Hefei,Anhui 230000,China)

机构地区：[1]安徽医科大学第一附属医院皮肤性病科、皮肤病学教育部重点实验室,安徽合肥230000

出　　处：《安徽医药》2020年第4期846-848,共3页Anhui Medical and Pharmaceutical Journal

基　　金：国家自然基金重大项目(81320108016);校级精品开放课程建设项目(4601011111)。

摘　　要：目的探索案例教学法(Case Based Learning,CBL)和问题学习教学法(Problem Based Learning,PBL)在“分子遗传学实验技术和分析方法”课程中的应用效果。方法2017年2月至2019年2月选择“分子遗传学实验技术和分析方法”中表观遗传学DNA甲基化内容进行教学改革,将安徽医科大学90名医学研究生随机分为三组,实验组30人,案例学习教学法结合问题学习教学法教学;CBL组30人,单独案例学习教学法教学;PBL组30人,单独问题学习教学法教学。考核包括理论考核和综合能力考核两部分,使用统一的试卷进行理论考核,通过现场回答问题及操作进行综合能力考核,正确率>90%为优秀、80%~90%为合格、<80%为不合格。结果实验组研究生的理论考核成绩均优于CBL组(χ^2=11.57,P=0.002)及PBL组(χ^2=14.32,P=0.001),实验组研究生的综合能力考核成绩均优于CBL组(χ^2=13.63,P=0.001)及PBL组(χ^2=16.54,P=0.0002),差异有统计学意义;CBL组及PBL组理论考核及综合能力考核成绩之间差异无统计学意义。结论案例学习方法与问题学习方法相结合,以生动的案例为基础,结合精心设计的问题,突出重点和难点,培养思维和能力,两者综合运用,可以在“分子遗传学实验技术和分析方法”教学中取得满意的教学效果。Objective To explore the application effect of case based learning(CBL)and problem based learning(PBL)in the course Experimental Techniques and Analytical Methods of Molecular Genetics.Methods For content about DNA methylation in epigenetics in Experimental Techniques and Analytical Methods of Molecular Genetics,teaching reform was carried out.Ninety med ical postgraduates from Anhui Medical University were randomly assigned into three groups:30 were assigned to the experimental group and received teaching that combined case based learning(CBL)and problem based learning(PBL);30 were assigned to the CBL group and received only CBL teaching;and 30 were assigned to the PBL group and received only PBL teaching.For these post graduates,the assessment consisted of two parts:a theory test and a comprehensive ability assessment.A uniform test paper was used for the theory test.Then,a comprehensive ability assessment was conducted with questions and answers and site operations.Postgraduates whose correct answer rate was above 90%were rated as excellent;those whose correct answer rate was within the range from 80%to 90%were rated as qualified;and those whose correct answer rate was below 80%were rated as unqualified.Results For the theory test,the result of the experimental group was better than that of the CBL group(χ^2=11.57,P=0.002)and that of the PBL Group(χ^2=14.32,P=0.001).For the comprehensive ability assessment,the result of the experimental group was also better than that of the CBL group(χ^2=13.63,P=0.001)and that of the PBL group(χ^2=16.54,P=0.0002).The above differences were of statistical significance.However,the differences in results of the theory test and the comprehensive ability assess ment between the CBL group and the PBL group were without statistical significance.Conclusions Case based learning and prob lem based learning should be combined for teaching.In other words,vivid cases and well designed problems should be combined to highlight key and difficult points in teaching to develop both thinkin

关 键 词：教育 医学 研究生 课堂教学 基于问题的学习 分子生物学 案例教学法 

分 类 号：Q75-4[生物学—分子生物学] G643[文化科学—高等教育学]