“OSB联合PBL”的教学模式在机能学实验教学中的应用  

The Application of "OSB Combined PBL" Teaching Model in the Experimental Teaching of Functional Science

作　　者：栾海蓉[1] 孙健[1] 王得利[2] 许晓义[2] 李丽[1] LUAN Hai-rong;SUN Jian;WANG De-li;XU Xiao-yi;LI Li(Department of Functional Science,Mudanjiang Medical College,Mudanjiang,Heilongjiang Province,157011 China;Red Flag Medical Affiliated to Mudanjiang Medical College,Mudanjiang,Heilongjiang Province,157011 China)

机构地区：[1]牡丹江医学院机能学教研室,黑龙江牡丹江157011 [2]牡丹江医学院附属红旗医学院,黑龙江牡丹江157011

出　　处：《中国卫生产业》2020年第5期150-153,共4页China Health Industry

基　　金：黑龙江省高等教育教学改革研究项目(SJGY20170402)。

摘　　要：目的探讨"以器官系统为中心"的课程模式(organ-system-based curriculum model, OSB)联合PBL(Problembased leaming)在机能学实验教学中的应用。方法选取2016级临床本科学生1~2班作为研究对象,每班30人。两个班级均经过"OSB"教学模式的理论系统学习,两组学生性别和年龄之间的差异无统计学意义(P>0.05)。1班作为对照组按照"OSB"机能实验教学方法学习,简称A组;2班作为研究组即"OSB联合PBL"教学组,简称B组,是在"OSB"机能实验教学方法基础上引入PBL教学法学习。课程结束后对两组学生进行终结性评价和形成性评价来评测教学效果。结果终结性评价结果显示:平时成绩方面,B组(17.40±1.16)分明显高于A组(16.50±1.31)分,差异有统计学意义(P<0.05);实验设计成绩B组(7.77±0.97)分也高于A组(7.10±0.99)分,差异有统计学意义(P<0.05);理论考试成绩A组(18.57±0.73)分和B组(18.60±0.81)分,比较差异无统计学意义(P>0.05);操作考试成绩同样是B组(39.90±7.13)分高于A组(38.17±5.39)分,差异有统计学意义(P<0.05);综合成绩方面,B组(83.67±7.54)分明显优于A组(80.33±5.77)分,差异有统计学意义(P<0.05)。形成性评价结果显示:B组在自我教学效果主观评价上各单项得分均高于A组,差异有统计学意义(P<0.01);总成绩B组(27.57±1.41)分明显高于A组(25.07±1.57)分,差异有统计学意义(P<0.01)。结论 "OSB联合PBL"教学模式,可以提高机能学的教学质量,是"OSB"教学模式程体系理论教学的延伸和补充,有助于促进学生实践能力和综合素质的全面提高。Objective To explore the application of organ-system-based curriculum model(OSB)combined with PBL(Problem-based leaming)in experimental teaching of functional science.Methods Classes 1-2 of 2016 clinical undergraduate students were selected as research objects,with 30 students in each class.Both classes have undergone the theoretical and systematic learning of the"OSB"teaching mode,and there was no statistically significant difference in gender and age between the two groups of students(P>0.05).Class 1 was used as a control group to study in accordance with the"OSB"functional experimental teaching method,referred to as group A;Class 2 was used as a research group,the"OSB combined PBL"teaching group,referred to as group B,and introduced PBL based on the"OSB"functional experimental teaching method pedagogy learning.At the end of the course,two groups of students will conduct a final evaluation and a formative evaluation to evaluate the teaching effect.Results The results of the final evaluation showed that in terms of usual performance,group B(17.40±1.16)points was significantly higher than group A(16.50±1.31)points,and the difference was statistically significant(P<0.01);the experimental design score of group B(7.77±0.97)points was also higher than that of group A(7.10±0.99)points,the difference was statistically significant(P<0.05);there was no significant difference in theoretical test scores between group A(18.57±0.73)points and group B(18.60±0.81)points(P>0.05);operation test score was also higher in group B(39.90±7.13)points than in group A(38.17±5.39)points,the difference was statistically significant(P<0.05).In terms of overall scores,group B(83.67±7.54)points was significantly better than group A(80.33±5.77)points,the difference was statistically significant(P<0.05).The results of formative evaluation showed that the individual scores of group B on subjective evaluation of self-teaching effects were higher than those of group A,and the differences were statistically significant(P<0.01);the total

关 键 词：机能实验学 教学方法 OSB教学法 PBL教学法 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]