基于问题的混合式教学在预防医学课程中的应用研究  

Application of problem⁃based blended teaching in preventive medicine

作　　者：刘科良 孙林清 田玉慧 Liu Keliang;Sun Linqing;Tian Yuhui(School of health management,Sanquan college,Xinxiang Medical College,Xinxiang453003,Henan,China)

机构地区：[1]新乡医学院三全学院健康管理学院,河南新乡453003

出　　处：《中国高等医学教育》2023年第3期60-62,共3页China Higher Medical Education

基　　金：河南省民办教育协会2019年度课题(HMXL-20190217)。

摘　　要：目的:探讨基于问题的混合式教学方法对预防医学教学的影响。方法:研究对象采用不同的教学方法并分析两组期中与期末成绩,采用MSLQ量表探讨混合式教学方法对学生预防医学自主学习能力的提高是否有积极作用。结果:试验组与对照组学生期中考试成绩平均分差异无统计学意义(t=-0.263,P=0.731),试验组与对照组学生期中(自我效能感、认知策略、内在目标和自我调节)平均得分均无显著性差异(P>0.05);试验组学生期末平均成绩显著高于对照组(t=2.321,P=0.021),MSLQ量表结果显示试验组学生在各项得分方面均显著高于对照组(P<0.05);教学满意度调查问卷结果显示大部分学生对混合式教学方式持认同态度。结论:混合式教学方式对大学生认知调节及学习动机激发具有积极作用。Objective:To explore the influence of question⁃based mixed teaching method on preventive medicine teaching.Methods:The subjects used different teaching methods,analyzed the mid⁃term and final scores of the two groups.MSLQ scale was used to explore whether mixed teaching methods had positive effects on the improvement of students'autonomous learning ability of preventive medicine.Results:There was no significant difference between the experimental group and control group(t=-0.263,P=0.731),but there was no significant difference between the experimental group and control group(self⁃efficacy,cognitive strategies,internal goals and self⁃regulation).The final average score of the experimental group was significantly higher than that of the control group(t=2.321,P=0.021),and the results of MSLQ showed that the scores of the experimental group were significantly higher than that of the control group(P<0.05).The results of teaching satisfaction survey show that most students agree with blended teaching methods.Conclusion:Blended teaching has positive effects on cognitive adjustment and learning motivation of college students.

关 键 词：混合式教学方法 PBL 预防医学教学 

分 类 号：G642.0[文化科学—高等教育学]