儿科PBL教学问题设计研究

Research on problem design of problem-based learning in pediatric teaching

目的将3C3R模型引入儿科PBL教学问题设计并进行评估。方法3C3R模型核心成分是3c，指内容（Content）、情境（Context）和联系（Connection）；其实施过程为3R，即探究（Researching）、推理（Reasoning）和反思（Reflecting）。应用3C3R模型对“为啥宝宝一哭嘴就发紫”儿科PBL教学进行问题设计，教学对象为2006级八年制医疗系学生76人。由7名教师授课。通过无记名问卷调查评估PBL问题设计，采用SPSS13．0统计软件进行t检验和单向方差分析。结果学生对PBL问题设计的内容、情境和联系评分大于等于4分的比例分别为90．8％、80．3％和64．5％，教师分别为100％、71．4％和28．6％；学生对探究、推理和反思评分大于等于4分的比例分别为81．6％、69．7％和40．8％，教师分别为71．4％、100％和57．1％。结果显示学生和教师对教案内容、情境、探究和推理过程予以肯定，但联系部分和反思过程还有待改进。结论3C3R模型有助于儿科教学PBL问题设计。

Objective To apply 3C3R model in problem design of PBL for pediatrics teaching. Methods The 3C3R model comprises two classes of components： core components and processing components. Core components of the model are 3C, which are content, context and connection while processing components are 3R, which are researching, reasoning and reflecting. 3C3R model was used in the problem design for the PBL case of ＇ Why the mouth of Baobao became purple when he was crying？＇ Totally 76 eight-year program medical students and 7 tutors were enrolled as teaching object. The anonymous questionnaires from the students were collected for assessment of PBL teaching. Results The percentage of students with scores ≥4 for content in PLB problem design was 90.8% ,for context was 80.3% ,for connection was 64.5% ,for researching was 81.6% ,for reasoning was 69.7% and for reflecting was 40.8%. The percentage of tutors with scores ≥4 for content in PLB problem design was 100% ,for context was 71.4% ,for connection was 28.6% , for researching was 71.4% , for reasoning wasl00%, for reflecting was57.1%. Both students and tutors held a positive attitude towards the component of content, context, researching and reasoning in problem design model. But the components of connection and reflection needed to be improved. Condusion The 3C3R model is helpful for problem design of PBL in pediatric teaching.