改良PBL和LBL教学法在高职高专病理学教学中的比较研究

Comparative study on the modified PBL and LBL method in Pathology in higher vocational colleges

目的通过对比改良以问题为基础的学习(PBL)和以授课式为基础的学习(LBL)教学法对高职高专学生学习病理学效果的影响,寻找更适合高职高专学生的教学及学习方法。方法对临床专业2个班(各80人)学习病理学课程时分别采用改良PBL和LBL教学法,比较2个班学生的成绩差异,80分以上视为效果理想。结果改良PBL教学班级学生80分以上的比例(85.0%,68/80)明显高于LBL教学班级学生(52.5%,42/80),差异有统计学意义(P<0.05)。两组试卷中客观题得分比较,差异无统计学意义(P>0.05);而改良PBL教学班级学生主观题得分明显高于LBL教学班级学生,差异有统计学意义(P<0.05)。结论改良PBL教学班级学生病理学学习效果好于LBL教学班级学生。PBL教学法可以在高职高专不同课程中进行推广应用。

Objective By comparing the learning effect of Pathology of the modified problem-based learning （PBL） and lecture-based learning （LBL） teaching in college students, to find a better teaching and learning method for college students. Meth- ods The course of Pathology in two clinical classes was adopted modified PBL and LBL respectively, 80 students in each class. After application of two different teaching methods, the scores of the students in two classes were compared and the scores above 80 were regarded as ideal effect. Results The student ratio of the score above 80 in modified PBL teaching class was significantly higher than that in LBL class （85.0% vs. 52.5%, 68/80 vs. 42/80）, and the difference between the two classes had statistical signifi- cance（P〈O.05） ;the comparison of objective item in the examination between the two groups had no statistical significance （P〉O.05） ; the score of subjective item in modified PBL teaching class was significantly higher than that in LBL class with statistically signifi- cant difference （P〈0.05）. Conclusion The learning effect of Pathology in modified PBL teaching class is better than that in the LBL teaching class. Modified PBL teaching can be popularized in different courses in higher vocational colleges.