生物医学工程教学中基于项目的学习模式研究

Study of Project-based Learning in Course of Biomedical Engineering

目的:探索《生物医学工程》选修课教学中基于项目的学习模式的应用效果,为今后的教学改革提供可靠依据。方法:采用问卷(Questionnaire)调查和访谈(Interview)两种方式。问卷1调查我院2006级护理系、临床医学系(以下简称临床系)和管理系学生在施行基于项目的学习模式前(项目前)对该课程的总体看法;问卷2调查我院三系学生在施行基于项目的学习模式后(项目后)对该门课的总体看法和基于项目的学习模式对各种能力的影响,对三系学生调查问卷各项打分采用UNIANOVA和Sheffé进行分析,对项目后、项目前各系学生对该门课总体看法的各项打分采用t检验。并对访谈内容进行了定性分析。结果:项目前各系学生对问卷1的打分,除该课程对其他学科学习的帮助方面无显著性差异,在其他方面都存在显著性差异(P<0.05)。项目后各系学生对问卷2的打分,发现在开设必要性、感兴趣的程度、医学相关程度、对其他学科的学习、自主学习能力、分析问题能力、信息处理能力、应变能力、写作能力、科研能力、合作能力的帮助方面无显著性差异,在其他方面均存在显著性差异(P<0.05)。项目后、项目前各系学生对该门课总体看法的各项打分经t检验,都存在显著性差异(P<0.05)。所有被访谈者对基于项目的学习模式都持肯定态度。结论:《生物医学工程》选修课教学中采用基于项目的学习模式,是可行和有效的。

Objective： To explore the effects of project-based learning （PBL） in the elective course of Biomedical Engineering. Methods： The survey instruments were questionnaire and interview. Questionnaire 1 was designed to probe students＇ perceptions of the course before PBL was implemented, while Questionnaire 2 was designed to investigate students＇ perceptions of the course as well as the influence of PBL on students＇ abilities after PBL in Grade 2006 at the Nursing, Clinic Medicine and Management Faculties of our college. The data collected through questionnaires 1 and 2 were analyzed through UNIANOVA and Sheff6 procedures and t-test, respectively, and those from interviews, analyzed qualitatively. Results： The statistically significant differences were found in all items of questionnaire 1 except usefulness of the course to the other subjects among the three faculties （P〈 0.05） before PBL. After PBL, there were significant differences （P〈 0.05） in all items of questionnaire 2 except necessity, interest, relevance, usefulness to other subjects, autonomous study, problem solution, information processing, adaptability, writing, research and cooperation among the three faculties. There were also significant differences （P〈 0.05） in students＇ perceptions of the course between before-PBL and after-PBL. All the interviewees had a positive attitude toward to PBL. Conclusions： PBL is an practical and effective teaching mode for the course of Biomedical Engineering.