角色扮演法与PBL结合教学模式在八年制内分泌区段教学中的应用探索  

Application of Role-paly Combined with Problem-based Learning Model in Endocrinology Teaching of Eight-year Program

作　　者：张静[1] 焦杨[1] 丁石梅[1] 董鹏[1] 张春虹[1] ZHANG Jing;JIAO Yang;DING Shi-mei;DONG Peng;ZHANG Chun-hong(Department of Endocrinology,the Second Affiliated Hospital of Xi’an Jiaotong University,Xi’an 710004,China)

机构地区：[1]西安交通大学第二附属医院内分泌科,陕西西安710004

出　　处：《医学教育研究与实践》2021年第3期477-481,共5页Medical Education Research and Practice

基　　金：西安交通大学第二附属医院2012年教学改革研究项目(2012-13)。

摘　　要：目的探讨角色扮演法与PBL结合教学模式在八年制内分泌区段教学中的效果。方法分别在我校2014级和2016级临床专业八年制医学生大学四年级学习内分泌区段课程中采取角色扮演法+PBL和传统PBL法,两组分别为33人和37人,比较两组教学效果。结果经过基础理论两组无明显统计学差异(P>0.05),实验组学生及任课教师主观评估、学生的客观成绩及学生临床实践技能均优于对照组,具有统计学差异(P<0.05)。结论PBL结合角色扮演教学模式在八年制内分泌区段教学中的应用,有助于提高学生参与度,活跃课堂气氛,提升临床思维能力。Objective To investigate the effect of Role-Paly Combined with Problem-Based Learning Model in Endocrinology Teaching of Eight-year Program.Methods Role-playing+PBL and traditional PBL were adopted in the course of endocrinology for the clinical students of grade 2014 and grade 2016 of eight-year program in our university.The two groups were 33 and 37 respectively.The experimental group used the role-playing+PBL,the control group used traditional PBL model,to compare the teaching effects between two different teaching model.Results After the basic theory,there was no significant statistical difference between the two groups(P>0.05).In the experimental group,the subjective evaluations of the students and the teachers,and the students’objective results and the students’clinical practice skills were better than those in the control group,the difference was statistically significant(P<0.05).Conclusion The application of PBL combined with role-playing teaching mode in eight-year endocrinology teaching helps to improve students’subjective initiative,enliven the classroom atmosphere and enhance their clinical thinking ability.

关 键 词：角色扮演法 PBL 八年制医学教学 临床思维能力 

分 类 号：G642[文化科学—高等教育学]