医学微生物学“项目-导师制” 实验教学改革初探

Preliminary study of Item- tutorial system on cxperimental teaching reform of medical microbiology

目的:探讨“项目-导师制”实验教学改革效果及其在医学微生物学实验教学中应用价值。方法:采用“项目-导师制”法对2001级学生进行医学微生物学实验教学,以无记名问卷调查和专家评议方式了解实验教学效果,以现场操作了解学生实验技能,以相对标准化试卷综合测试学生成绩,并与2000级学生医学微生物学实验教学效果、实验技能、考试成绩进行回顾性和对比分析。结果:2001级和2000级学生实验教学效果不满意、满意、很满意率分别为0%(0/180)、25.00%(45/180)、75.00%(135/180)和55.38%(72/130)、34.62%(45/130)、10.00%(13/130),差异有显著性(P<0.01)。实验技能考核及格、良好、优秀率分别为0%(0/180)、22.22%(40/180)、77.78%(140/180)和56.92%(74/130)、35.38%(46/130)、7.69%(10/130),差异有显著性(P<0.01)。综合考试成绩不及格、及格、良好、优秀率分别为0%(0/180)、17.78%(32/180)、47.22%(85/180)、35.00%(63/180)和1.54%(2/130)、38.46%(50/130)、52.31%(68/130)、7.69%(10/130),差异有显著性(P<0.01)。结论:“项目-导师制”实验教学是一种新型实验教学模式,可显著增强实验教学效果,帮助学生快速掌握实验技能,提高学生综合考试成绩,克服传统实验教学存在的一些弊端,具有应用推广价值。

Objective To explore the teaching effect of Item-tutorial system and its valuation in experiment teaching of medical microbiology. Methods To apply of the method of Item-tutorial system on experimental teaching of medical microbiology for students of grade 2001, the teaching effect of experiment was investigated by questionnaire with no signature, the experimental technique was tested by spot operation, and the achievement was synthetically tested by relative standard examination paper. The teaching effect of experiment, the experimental technique and examination achievement were analysed retrospectively and contrastively in students of grade 2001 and in students of grade 2000. Results The rates of non-satisfaction, satisfaction and very satisfaction for teaching effect of tutorial system were 0%（0/180）, 25.00% （45/180）, 75.00%（135/180） and 55.38% （72/130）, 34.62%（45/130）, 10.00%（13/130）. There was significant difference between two groups （P〈0.01）. The rates of experimental technique of pass, good and excellent were 0%（0/180）, 22.22%（40/180）, 77.78%（140/180） and 56.92% （74/130）, 35.38%（46/130）, 7.69%（10/130）. There was significant difference between two groups （P〈0.01）. The rates of synthetically examination of fail, pass, good and excellent were 0%（0/180）, 17.78%（32/180）, 47.22%（85/ 180）, 35.00%（63/180） and 1.54%（2/130）, 38.46%（50/130）, 52.31%（68/130）, 7.69%（10/130）. There was significant difference between two groups （P〈0.01）. Conclusion The method of Item-tutoriul system on experiment is a new mode for experimental teaching and can increase experiment teaching effect, experimental technique, examination achievement so that some abuses can be overcome in traditional experiment teaching which has high application value.