摘要
探讨评估ABL结合PBL教学模式在壮医临床教学中的效果。将壮医本科班学生84人,随机分为实验组和对照组各42人,实验组采用ABL结合PBL,对照组采用LBL,观察比较两组教学效果。实验组学生基础知识和病例分析考核成绩均高于对照组(P<0.01),而学习兴趣、学习效率、自学能力、思考能力、壮医理论和临床思维能力也显著优于对照组(P<0.01)。
The assessment of the effect of the The ABL combination PBL teaching mode Zhuang medicine clinical teaching.84 Zhuang medical undergraduate students were randomly divided into experimental and control groups of 42 people each.The experimental group using the ABL the combined PBL, the control group using LBL.Observed two groups of teaching effect. Experimental group students basic knowledge and case analysis test results were higher （P 〈0.01）, and interest in learning, learning efficiency, self-learning ability, the ability to think, Zhuang medicine theory and clinical thinking ability was significantly better than the control group （P 〈0.01）.
出处
《大众科技》
2013年第2期89-90,48,共3页
Popular Science & Technology
基金
广西教育科学"十一五"规划2010年度B类重点资助项目(No.2010B43)
关键词
类比教学法
问题教学法
教学模式
壮医
临床教学
analog pedagogy
problems pedagogy
teaching mode
Zhuang medicine
clinical teaching
