PBL在海军卫生学教学中的探索

Effectiveness of problem-based learning in naval hygiene teaching

目的探索以问题为基础的学习（problem-based learning，PBL）在海军卫生学教学中的应用效果。方法选择第二军医大学海军医学系临床医学和全科医学专业的257名学生为研究对象，分别开展PBL教学（2010级，117人）和以授课为基础的学习（lecture-based learning，LBL）（2009级，140人）。教学结束后，从理论考试、案例分析（或平时成绩）、实验考核三方面综合评价学生的学习成绩。并对PBL教学及新的考核模式开展问卷调查以评价教学效果。利用SPSS16．0软件对同专业学生的平均理论成绩进行t检验，检验水准α=0．05。结果2010级临床医学和全科医学专业学生的平均理论成绩分别为（78．51±7．57）分和（71．68±5．74）分，均高于2009级学生的平均理论成绩（65．36±6．41）分和（59．97±7．08）分，两组比较差异均具有统计学意义（P=0．000，P=0.000）。问卷调查结果显示，PBL组85％以上的学生认为PBL教学能提高专业素质和综合素质，84％的学生对新的考核模式认可度较高。结论PBL在海军卫生学的教学效果上优于传统教学，更能促进学生综合能力的提升。

Objective This paper was performed to investigate the effectiveness of problembased learning in naval hygiene teaching. Methods Totally 257 clinical medicine undergraduates and general practice undergraduates from Grade 2010 and 2009, Faculty of Naval Medicine, Second Military Medical University attended naval hygiene teaching. PBL and LBL approaches were applied in PBL group （Grade 2010, n=117） and LBL group （Grade 2009, n=140）, respectively. The learning outcomes were evaluated by three tests covering PBL evaluation （or usually performance）, theoretical examination and experimental practice. Questionnaire was used to investigate the recognition of PBL teaching method and new evaluation system. Data were analyzed by SPSS 16.0 and t test was used to compare the average scores of theory,α=0.05. Results The results showed that the average theory scores of Grade 2010 （78.51 ± 7.57 and 71.68 ± 5.74） were higher than those of Grade 2009 （65.36 ± 6.41 and 59.97±7.08） （P=0.000, P=0.000）. The questionnaire surveys indicated that more than 85% students in PBL group considered the PBL teaching method could enhance professional and comprehensive qualities, and that 84% students were satisfied with new evaluation system. Conclusions PBL showed better learning results than traditional methods in naval hygiene teaching and could better promoted students＇ comprehensive ability.