摘要
目的探讨LBL教学法、PBL教学法、PBL与LBL相结合的教学法等三种教学法在心血管系统解剖教学中运用的教学效果。方法将南通大学临床医学专业本科2009级9个班随机分成LBL教学法、PBL教学法和PBL与LBL相结合教学法3组,每组各3个班共90人。采用问卷调查及考试测评的方法评估3种不同教学方法的教学效果。结果 LBL组学生的客观题测试成绩较好,而病例分析题成绩较差。PBL组学生的客观题测试成绩较差,而病例分析题成绩较好。PBL与LBL相结合组学生在客观题和病例分析题成绩两方面都较好。问卷调查结果显示,PBL教学法、PBL与LBL相结合的教学法都能提高学生的沟通能力、学习积极性、综合分析能力和语言表达能力等。结论 PBL与LBL相结合的教学法不仅增强了学生对课本内容的记忆,而且使学生能将所学知识灵活运用到临床病例分析中,学生的综合素质也得到一定的提高。
Objective To explore the effects of lecture-based learning(LBL),problem-based learning(PBL) or combination of both on the cardiovascular system anatomy teaching.Methods Nine classes majoring in clinical medi-cine of Grade 2009 were randomly divided into the LBL class,the PBL class and the PBL combined with LBL class.The examination scores and questionnaire were used to evaluate the teaching effect.Results e students of LBL class did well in the objective questions test,but badly in case analysis.On the contrary,the students of PBL class did well in case analysis,but were weak in objective questions test.However,the students of PBL combined with LBL class could get good grades in both of them.Questionnaire showed that the PBL teaching method,PBL and LBL combined method could im-prove their communicative ability,learning motivation,comprehensive analysis ability,language skills and so on.Conclu-sion Combination of PBL and LBL not only enhances students’ memories about the anatomic knowledge,but also helps students practice e ciently what they learned to analyze clinical cases.Furthermore,the method of PBL combined with LBL improves,to a certain extent,students’ comprehensive quality.
出处
《中国循证医学杂志》
CSCD
2011年第9期1094-1097,共4页
Chinese Journal of Evidence-based Medicine
基金
江苏高校优势学科建设工程资助项目
南通大学教学研究课题项目(编号:08B21)
关键词
心血管系统
LBL教学法
PBL教学法
Cardiovascular system
Teaching method of LBL
Teaching method of PBL