医用物理教学中PBL和LBL相结合的效果评估

Assessment on Effects of Combining PBL and LBL in Teaching Medical Physics

目的:评价在医用物理教学中PBL结合LBL的教学效果。方法:将本院2005级预防医学专业和医学影像专业的两个本科教学班分别作为实验班(PBL班)与对照班(LBL班),实验班医用物理学在用LBL讲授完核心知识后采用PBL教学,对照班则全部采用LBL教学,采用期末考试成绩和问卷调查相结合的形式,进行教学效果的评估。结果:实验班与对照班学生基础知识部分成绩比较无显著性差异(t=1.44,P>0.05);而总成绩、综合应用部分成绩比较有显著性差异(t=3.64、t=5.54,P<0.01),并且教学对象对PBL教学法的评价也明显优于传统教学法(P<0.01)[1,2]。结论:在医用物理教学中PBL和LBL相结合不但是可行的,而且是有效的[3]。

Objectives： To assess the effects of PBL and LBL in teaching Medical Physics. Methods： Two sections of undergraduates enrolled into our college in 2005 and majoring in preventive medicine and medical imaging were treated as experimental and control groups-PBL Section and LBL section, respectively. In PBL section, PBL was introduced after the core content of the textbook was completed with LBL, while LBL was used in LBL section throughout. The assessment of teaching effects was conducted by the final examination and questionnaires. Results： There is no significant difference in the basic knowledge in Medical Physics between the two groups （t = 1.44,P 〉 0.05）. However,there are significant differences in the overall score and the score for the comprehensive application part in the final examination between the groups（t = 3.64,t =5.54, P 〈0.01）. Furthermore,students in the PBL section offered a higher agreement on PBL than that on LBL （P 〈 0.01）. Conclusion： It is recommended that PBL could be adopted together with LBL in teaching Medical Physics with a satisfactory effect.