PBL联合CBL教学法在临床医学课堂教学中的效果探讨  

Discussion on the Effect of PBL Combined With CBL Teaching Method in Classroom Teaching

作　　者：任昭军 李秀娟[2] 尹园[3] REN Zhaojun;LI Xiujuan;YIN Yuan(Department of Pathology,Jiangsu Cancer Hospital/Jiangsu Institute of Cancer Research/The Affiliated Cancer Hospital of Nanjing Medical University,Nanjing Jiangsu 210000;Department of General Surgery,Jiangsu Cancer Hospital/Jiangsu Institute of Cancer Research/The Affiliated Cancer Hospital of Nanjing Medical University,Nanjing Jiangsu 210000;Department of Education,Jiangsu Cancer Hospital/Jiangsu Institute of Cancer Research/The Affiliated Cancer Hospital of Nanjing Medical University,Nanjing Jiangsu 210000)

机构地区：[1]江苏省肿瘤医院/江苏省肿瘤防治研究所/南京医科大学附属肿瘤医院病理科,江苏南京210000 [2]江苏省肿瘤医院/江苏省肿瘤防治研究所/南京医科大学附属肿瘤医院普外科,江苏南京210000 [3]江苏省肿瘤医院/江苏省肿瘤防治研究所/南京医科大学附属肿瘤医院教育处,江苏南京210000

出　　处：《中国继续医学教育》2022年第12期70-74,共5页China Continuing Medical Education

摘　　要：目的探讨问题导向学习(problem based learning,PBL)教学法联合以病例为基础教学法(case-based learning,CBL)在临床医学课堂教学中的应用效果。方法选取2019年3月-2020年11月4个学期本科生87名为研究对象。随机分为试验组和对照组,按照授课模式的不同,试验组43名采用PBL联合CBL教学方法;对照组44名用传统常规教学方法。在阶段性授课结束后分别对每人进行教学质量评估。结果试验组理论考试成绩为(86.51±2.50)分,对照组理论考试成绩为(84.43±2.45)分,将试验组理论考核成绩与对照组理论考核成绩进行比较,发现前者高于后者,差异有统计学意义(P<0.05);试验组学生的课堂表现能力的提高明显优于对照组,差异有统计学意义(P<0.05);试验组的教学方式满意度评分为(85.93±2.69)分,对照组教学方式满意度评分为(81.90±2.86)分,试验组高于对照组,差异有统计学意义(P<0.05)。结论PBL联合CBL教学可显著提高学生学习兴趣,掌握更多学习内容,更能以临床思维来发现并解决问题,明显提高教学效果。Objective Discuss the teaching effect of problem-based learning(PBL)teaching method combined with case-based learning(CBL)in clinical medicine classroom teaching.Methods 87 undergraduates in the four semesters from March 2019 to November 2020 are selected as the research objects.Randomly divided into experimental group and control group.According to the different teaching modes,43 people in the experimental group used PBL combined with CBL teaching methods;44 people in the control group used traditional conventional teaching methods.After the completion of the phased lectures,the teaching quality of each person will be assessed.Results The theoretical test score of the experimental group was(86.51±2.50)points,and the theoretical test score of the control group was(84.43±2.45)points.Compared with the theoretical test scores of the two groups,the experimental group was higher than the control group,and the difference was statistically significant(P<0.05);The improvement in classroom performance ability of the experimental group students was significantly better than that of the control group,and the difference was statistically significant(P<0.05);the experimental group’s teaching method satisfaction score was(85.93±2.69)points,and the control group’s teaching method satisfaction score was(81.90±2.86)points,the experimental group was higher than the control group,the difference was statistically significant(P<0.05).Conclusion PBL combined with CBL teaching can significantly increase students'interest in learning,master more learning content,find and solve problems with clinical thinking,and significantly improve teaching effects.

关 键 词：PBL CBL 课堂教学 本科生教学 教学法 教学效果 教育 

分 类 号：G642[文化科学—高等教育学]