基于PBL+CBL联合教学提升神经病学教学实效性研究  

Research on Improving the Effectiveness of Neurology Teaching Based on PBL+CBL Joint Teaching

作　　者：杨樟 蔡刚 高子丹 YANG Zhang;CAI Gang;GAO Zidan(Department of Neurology,The Affiliated Hospital of Guizhou Medical University,Guiyang,Guizhou 550004)

机构地区：[1]贵州医科大学附属医院神经内科,贵州贵阳550004

出　　处：《科教导刊》2024年第4期156-158,共3页The Guide Of Science & Education

基　　金：贵州省卫生健康委员会项目(GZWKJ2022-010)。

摘　　要：目的:本研究以神经病学教学为例,旨在评估基于问题的学习(problem-basedlearning,PBL)和基于案例的学习(case-based learning,CBL)联合教学的有效性。方法:以贵州医科大学临床医学专业学生为研究对象,分为PBL―CBL组和传统模式组,进行脑血管病课程教学。通过课前和课后测试,问卷调查,评估学生的观点,并观察学生对学习的满意度。结果:PBL―CBL组的课前和课后测试总分显著高于传统模式组(P<0.05),基础知识无差异(P>0.05);PBL―CBL组在学习动机、自学能力和理解等得分显著优于传统模式组(P<0.05)。结论:PBL―CBL联合教学能有效提高神经病学教学质量,增强学生的临床技能,是提高医学生表现、提高临床技能的有效方法。Objective:This study takes neurology teaching as an example to evaluate the effectiveness of problembased learning(PBL)and case-based learning(CBL)combined teaching.Method:Clinical medicine students from Guizhou Medical University were selected as the research subjects and divided into PBL-CBL group or traditional group for teaching cerebrovascular disease courses.Evaluate students'perspectives through pre class and post class tests,questionnaire surveys.And observe the satisfaction of students with learning.Result:The total scores of pre and post class tests in the PBL-CBL group were significantly higher than those in the traditional group(P<0.05),and there was no difference in basic knowledge(P>0.05);PBL-CBL scored significantly better than the traditional group in terms of learning motivation,self-learning ability,and understanding(P<0.05).Conclusion:PBL-CBL combined teaching can effectively improve the quality of neurology teaching,enhance students'clinical skills,and is an effective method to improve the performance and clinical skills of medical students.

关 键 词：神经病学 基于案例的学习 基于问题的学习 有效性 

分 类 号：G642[文化科学—高等教育学]