基于案例分析结合PBL在中医院校检验专业英语教学中的应用

Application of PBL Combined with Case Analysis in Teaching Practice of Medical Laboratory English in Universities of Traditional Chinese Medicine

目的 探究以病例分析方法(CBL)为导向,结合以问题为导向的教学方法(PBL)应用在中医院校专业英语教学中的实用成效。方法 研究选取2021年—2022年第二学期医学检验技术专业19级、20级本科学生随机分为两组,综合实践应用教学组和传统教学组,分别采用CBL与PBL的综合实践教学方法和传统教学法。分别对两组学生在理论知识掌握、实验思维及操作技能培养、医学案例分析、学生对教学方法及效果满意度进行对比分析。结果 综合实践应用教学组学生在理论知识掌握、实验思维及操作技能培养、医学案例分析成绩均显著高于传统教学组(P<0.05),综合实践应用教学组学生对教学方法和效果的满意度显著高于传统教学组(P<0.05)。结论 与传统教学方式相比较,综合实践应用教学模式可以更好提升学生对理论知识、实践技能相结合的理解和操控能力;帮助学生形象化的学习理论知识,同时由理论导出实践原理更有利于理论与实践的结合。

Objective To investigate the practical effectiveness of case-based learning(CBL)combined with problem-based learning(PBL)application in teaching English in the medical laboratory.Methods The 19"and 20"-year students of medical laboratory technology in the second semester of 2021-2022 were randomly divided into two groups,including the traditional teaching group that using the traditional teaching method and the integrated practice application teaching group that using the integrated practical teaching method of CBL and PBL.The students of the two groups were compared and analyzed in terms of theoretical knowledge mastery,experimental thinking and operational skills training,medical case analysis,and students'satisfaction with teaching methods and effects respectively.Results Students in the integrated practice application teaching group had significantly higher scores in theoretical knowledge mastery,experimental thinking,operational skills development and medical case analysis than the traditional teaching group(P<0.05),and the students in the integrated practice application teaching group were significantly more satisfied with the teaching methods and effects than those in the traditional teaching group(P<0.05).Conclusion Compared with the traditional teaching method,the integrated practical application teaching mode can better improve students'understanding and manipulation ability to combine theoretical knowledge and practical skills.It helps students learn theoretical knowledge visually while deriving practical principles from theory is more conducive to the combination of theory and practice.