肾脏内科学理论教学模式的研究与实践

Research and Practice on Teaching Model of Kidney Internal Medicine Theory

目的:评价LBL、PBL-TBL、PBL-TBL-CBL三种教学模式在肾脏内科教学中对教学效果的影响。方法:选取三个五年制临床医学专业本科生组,将其分为A、B、C三组,A组采用LBL教学模式,B组采用PBL-TBL教学模式,C组采用PBL-TBL-CBL教学模式,每组30人,比较三组学生的教学效果并采用问卷调查分析不同教学方法对学生综合能力的影响。结果:PBL-TBL组,PBL-TBL-CBL组教学效果优于LBL组(P<0.05),且PBL-TBL-CBL组学习成绩高于PBL-TBL组(P<0.05)。PBL-TBL-CBL组学生的综合能力优于LBL、PBL-TBL组,差异有统计学意义(P<0.05)。结论:PBL-TBL-CBL三种教学模式联合应用在肾脏内科教学中在提高学生综合素质方面具有优势。

Objective： This paper aims to evaluate the teaching effects of LBL, PBL-TBL, PBL-TBL-CBL three teaching modes in the kidney internal medicine teaching. Methods： Three five-year clinical medical undergraduate classes were select are selected, then divided into A, B, C three groups with 30 students in each group. Group A adopts LBL teaching mode, group B adopts PBL-TBL teaching model, and group C adopts PBL-TBL-CBL teaching mode. Then compare the teaching effect of three groups of students and analyze the influence of different teaching methods on the students’comprehensive ability in questionnaire. Results： The teaching effects of PBL-TBL, and PBL-TBL-CBL groups are better than that of LBL group （ P〈0.05）,and grades of PBL-TBL-CBL groups are higher than those of PBL- TBL group （P〈0.05）. Students’ comprehensive ability of PBL-TBL-CBL group is better than that of LBL, PBL-TBL groups, so the difference is statistically significant （ P〈0.05）. Conclusion：Combining PBL-TBL-CBL three teaching modes in kidney internal medicine teaching has advantage in improving students’ comprehensive quality.