高等医学教育PBL病例讨论课的教学设计改革  

Reform of Teaching Design for PBL Case Discussion Classes in Higher Medical Education

作　　者：黄昀[1] 陈峰[1] 金焰[1] 傅松滨[1] 孙文靖 Huang Yun;Chen Feng;Jin Yan;Fu Songbin;Sun Wenjing(School of Basic Medicine,Harbin Medical University,Harbin 150081,Heilongjiang,China)

机构地区：[1]哈尔滨医科大学基础医学院,黑龙江哈尔滨150081

出　　处：《中国高等医学教育》2024年第2期86-87,共2页China Higher Medical Education

基　　金：黑龙江省教育厅规划课题(GJC1318054)。

摘　　要：采用PBL教学法进行病例讨论式教学方式,已经在高等医学教育中得到广泛应用。PBL病例讨论课普遍存在部分学生参与度不高的现象。为了解决这个问题,在PBL病例讨论课中进行分小组讨论式的教学设计改革,将10人组拆分成3组或4组,每组2~~3人;调整教学评价模式,将原来的指导教师综合评价转变为组对组之间学生评价并设置加分项。教学组织形式和评价模式改革有助于所有学生积极参与讨论,取得了较好的课堂教学效果。The Problem-Based Learning(PBL)teaching method has been widely used in higher medical education for case discussion classes.However,it is commonly observed that there is a lack of participation among some students in PBL case discussions.In order to address this issue,a reform in the teaching design was implemented for PBL case discussion classes.This reform involved dividing the ten-member groups into smaller groups of 2 to 3 individuals and adjusting the evaluation mode from comprehensive assessment by the guiding teacher to peer evaluation between groups with the addition of bonus points.The reformation of teaching organization and evaluation methods has facilitated active participation of all students in discussions and has yielded better classroom teaching outcomes.

关 键 词：PBL教学法 分组讨论法 高等医学教育 病例讨论 

分 类 号：C642.0[社会学]