PBL联合CBL教学法在中医及传染病教学中的效果  

Observation on the Effect of PBL Combined With CBL Teaching Method in Integrated Teaching of Traditional Chinese Medicine and Infectious Diseases

作　　者：朱汉平[1] 谢栩硕[2] 卓超[2] 梁建新[2] 王鹏[1] 任培华[1] ZHU Hanping;XIE Xushuo;ZHUO Chao;LIANG Jianxin;WANG Peng;REN Peihua(Department of Traditional Chinese Medicine,the First Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510120,China;Department of Infectious,the First Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510120,China)

机构地区：[1]广州医科大学附属第一医院中医科,广东广州510120 [2]广州医科大学附属第一医院感染内科,广东广州510120

出　　处：《中国继续医学教育》2022年第16期62-65,共4页China Continuing Medical Education

基　　金：广州市卫生和计划生育科技项目(20192A011014)。

摘　　要：目的探讨分析基于问题教学法(PBL)与基于案例教学法(CBL)联合应用在中医及传染病整合教学中的应用效果。方法将广州医科大学2018年1月—2020年12月243名,2014-2016级中西医结合临床专业本科学生与120名2017-2019级临床医学专业本科南山班学生作为研究对象,随机分为试验组(n=182)与传统组(n=181)。试验组学生采用PBL联合CBL教学模式进行教学;传统组学生采用传统授课模式(LBL)进行教学。比较两组学生满意度调查结果及期末理论知识与实践技能考核成绩。结果试验组对教学方式的满意率高于传统组,差异有统计学意义(P<0.05)。试验组理论考核总分、实践技能评分高于传统组,差异有统计学意义(P<0.05)。结论和在中医及传染病整合教学中采用LBL教学法相比,PBL联合CBL教学法教学质量更高。Objective To investigate the application effect of problem-based learning(PBL)combined with casebased learning(CBL)teaching method in integrated teaching of traditional Chinese medicine and infectious diseases.Methods From January 2018 to December 2020,243 undergraduate students in clinical specialty of integrated Chinese and western medicine of grade 2014-2016 and 120 undergraduate students in Nanshan class of clinical medicine of grade 2017-2019 from the Guangzhou Medical University were selected as object of study and randomly divided them into experimental group(n=182)and conventional group(n=181).The students in the experimental group were taught by PBL combined with CBL teaching method,while the students in the conventional group were taught by lecture-based learning(LBL)teaching method.The students’satisfaction,final theoretical knowledge assessment and practical skills assessment results in two groups were compared.Results The satisfaction rate of teaching methods in the experimental group was higher than that in the traditional group,and the difference was statistically significant(P<0.05).The total scores of theoretical assessment and practical skills in the experimental group were higher than those in the traditional group,and the difference was statistically significant(P<0.05).Conclusion The teaching quality of PBL combined CBL teaching method is higher than that of the LBL teaching method in integrated teaching of traditional Chinese medicine and infectious diseases.

关 键 词：PBL教学法 CBL教学法 LBL教学法 中医 传染病 教学质量 对比 

分 类 号：G642[文化科学—高等教育学]