微信辅助PBL联合CBL法用于介入科教学中的效果  

Effect of WeChat-assisted PBL Plus CBL Method in Interventional Teaching

作　　者：史中兴[1] 蔡振华[1] 崔立明[1] 白彬[1] 姜慧杰[1] SHI Zhongxing;CAI Zhenhua;CUI Liming;BAI Bin;JIANG Huijie(Department of Intervention,The Second Affiliated Hospital of Harbin Medical University,Harbin Heilongjiang 150066,China)

机构地区：[1]哈尔滨医科大学附属第二医院介入科,黑龙江哈尔滨150066

出　　处：《中国继续医学教育》2020年第30期14-17,共4页China Continuing Medical Education

摘　　要：目的评定微信辅助PBL相结合CBL教学模式运用于介入科教学过程中对学生自我效能构成的影响作用。方法针对进入本医院介入科实习的哈尔滨医科大学2017级54名临床本科生予以区分分组,采取区分分组方式是随机数字表方法,研究组、对照组各自纳入27名,研究组选择微信辅助PBL相结合CBL教学模式,对照组选择传统教学模式,统计自我效能评估结果。结果研究组认为加深了对介入科诊疗范围和治疗手段的了解人数、认为提高了团结协作的能力人数、认为提高了自主学习和分析理解能力人数、认为满意自己的学习效果人数、认为对本学科的疑惑得到了满意的解答人数对比对照组对应数据情况增加(P<0.05)。结论在介入科教学过程中选用微信辅助PBL相结合CBL教学模式有助于改善学生自我效能情况。Objective To evaluate the effect of WeChatassisted PBL combined with CBL teaching model on the self-efficacy of students in the interventional teaching process.Methods The 54 clinical undergraduates of Harbin Medical University who entered the hospital's intervention department were divided into groups.The grouping method was random number table.The research group and the control group have 27.The research group chose WeChatassisted PBL Combined with the CBL teaching model,the control group chose the traditional teaching model and statistical self-efficacy assessment results.Results The research team believes that the number of people who have deepened the understanding of the scope and treatment of interventional departments,that the ability to unite and collaborate has been improved,that the number of people who have improved self-learning and analytical comprehension,that they are satisfied with their learning results,and that they have an understanding of the subject The number of people who got a satisfactory answer was increased compared with the corresponding data in the control group(P<0.05).Conclusion WeChat-assisted PBL combined with CBL teaching mode in the interventional teaching process can help improve the self-efficacy of students.

关 键 词：微信 PBL CBL 教学模式 介入科 教学 自我效能 教育 

分 类 号：G642[文化科学—高等教育学]