基于CBL的Seminar教学模式在病理学实验教学中的应用  

Application of CBL Combined with Seminar Teaching Method in Pathology Experiment Course

作　　者：于晓棠[1] 王梅[1] 范姝君[1] 杜钺[1] 王璐[1] 李连宏[1] YU Xiao-tang;WANG Mei;FAN Shu-jun;DU Yue;WANG Lu;LI Lian-hong(Department of Pathology and Forensic Medicine,Dalian Medical University,Dalian,Liaoning 116044)

机构地区：[1]大连医科大学病理学与法医学教研室,辽宁大连116044

出　　处：《智慧健康》2021年第28期180-182,194,共4页Smart Healthcare

摘　　要：目的 探讨基于CBL的Seminar教学法在病理学实验教学应用效果。方法 于大连医科大学2020年3~7月病理学课程本科教学期间,选取2018级临床医学五年制二年级两个班共61人为研究对象,分别定为试验组和对照组。实验组CBL结合Seminar教学方法进行教学,对照组采用传统教学方法进行教学,比较两组学生的考试成绩、评判性思维、临床思维、对知识的掌握程度、对教学的满意度。结果 实验组学生的理论考试成绩、临床思维及评判性思维中的开放思想、分析能力及系统化能力的得分均高于对照组(P<0.05)。结论 基于CBL的Seminar教学模式对比传统的病理学实验教学方法,可以取得更好的教学效果,促进学生学习的主观能动性,促进学生评判性思维及临床思维的形成,促进学生的全面发展。Objective To investigate the efficacy of application of case-based learning (CBL) combined with seminar teaching method in the pathology experiment course.Methods During the undergraduate teaching of pathology course in Dalian Medical University from March to July 2020,61 subjects were selected from two classes of grade 2018 five-year sophomore in clinical medicine.Students in control group were taught by traditional method,students in experimental group were taught by CBL combined with seminar teaching method.Clinical thinking capability,theory achievement and critical thinking were compared between the two groups.Results Compared with the control group,the scores of theory,clinical thinking capability,sub-score of critical thinking including truth seeking,open-mindedness,proceeding in a systematic way of experimental group significantly increased (P<0.05).Conclusion Compared with the traditional teaching method,CBL combined with seminar teaching can achieve better teaching effect including stimulation of the leaning interest,promotion of critical thinking and clinical thinking of students,play positive role in cultivation of comprehensive ability of the medical students.

关 键 词：Seminar教学 CBL 病理学 实验教学 教学方法 

分 类 号：R-4[医药卫生] G642.423[文化科学—高等教育学]