PBL在预防医学教育中的应用及效果评估  

The Application and Evaluation of PBL in Preventive Medical Education

作　　者：曹衍雯 朱以敏 杨丽萍 CAO Yan-wen;ZHU Yi-min;YANG Li-ping(Department of Epidemiology,School of Public Health,Cheeloo College of Medicine,Shandong University,Jinan,Shandong 250012,China)

机构地区：[1]山东大学齐鲁医学院公共卫生学院流行病学系,山东济南250012

出　　处：《教育教学论坛》2022年第11期13-16,共4页Education And Teaching Forum

基　　金：2017年度山东大学齐鲁医学部本科教学改革与研究重点项目“基于信息化技术的PBL学习模式及效果评价”(qlyxjy-201703);2020年度山东省高等教育本科教学改革研究项目“适应国家战略需求,创新公共卫生领域预防医学人才本科人才培养模式”(M2020236)。

摘　　要：以问题为导向的PBL在预防医学教育中得到应用。以山东大学流行病学实验课程为例,将2014级、2015级预防医学方向本科生随机分为实验组与对照组。从学习习惯、学习与教学效果、课程形成性与终结性评价等方面对PBL进行了评估。将基本情况作为控制变量引入双重变换模型(CIC)后显示PBL显著促进了学生养成良好的学习习惯、预习及复习。开课前两组预习/复习方式无差异,结课后部分产生差异。两组形成性与终结性评价均无统计学差异。PBL可以培养学生良好的学习习惯,并提升学习能力,但也增加了学业负担,因此应合理设置PBL与传统教学的学时安排。PBL has been used in preventive medical education.Taking the course of Epidemiology Experimental of Shandong University as an example,we randomly divide Grades 2014 and 2015 undergraduates in preventive medicine into experimental group and control group.This paper evaluates PBL from the aspects of learning habits,learning and teaching effects,curriculum formative and summative evaluation.After introducing the basic situation as the control variable into the double transformation model(CIC),it shows that PBL significantly promotes students to develop good learning habits,preview and review.There is no difference in the preview/review methods between the two groups before the class,but there are differences after the class.There is no significant difference in formative and summative evaluation between the two groups.PBL can develop students’good learning habits and improve their learning abilities,but it also increases the academic burden.Therefore,the class hour arrangement between PBL and traditional teaching should be set reasonably.

关 键 词：PBL 预防医学 应用 评价 

分 类 号：G642.0[文化科学—高等教育学]