病理生理学Sandwich与PBL教学法的对比研究

A Comparative Study of Sandwich and PBL Teaching Methods in Pathophysiology

目的对比Sandwich教学法与PBL教学法在病理生理学教学中的优劣性,以探求最为适用的教学方法。方法随机选取2013级临床医学专业6个班,分为3组,其中1班和2班采用sandwich教学法,3班和4班采用PBL教学法,5班和6班采用传统教学法作为对照组。通过学校督导评价、学生评教、学生期末成绩等方面进行定量分析。结果督导评分和学生评教表明Sandwich教学班和PBL教学班没有差异,但是都高于传统教学班;期末成绩平均分和优秀率Sandwich教学班和PBL教学班没有差异,但是均高于传统教学班,及格率传统组稍低,但无统计学差异。结论 Sandwich教学法与PBL教学法都适合病理生理学教学,只是根据不同章节的内容特点,选取更合适的方法。

Objective To compare the Sandwich and PBL teaching methods in pathophysiology, and to seek the most suitable teaching methods. Methods Randomly selecting clinical medicine 6 classes of Grade 2013, they were divided into three groups. Class One and Class Two used sandwich teaching method, Class Three and four used PBL teaching method, and Class Five and Class Six as the control group using traditional teaching method. Quantitative analysis evaluations by school supervisors, evaluation of teaching, the students ＇ final grade and so on were analyzed. Results Steering scores and students＇ evaluation indicated Sandwich classes and PBL classes had no dif-ference, but they are higher than traditional classes. The final grade average and excellent rate of Sandwich class and PBL class had no difference, but were higher than those of traditional class. The passing rate of the traditional group was lower, and there wasn ＇t statistically significant. Conclusion Sandwich and the PBL teaching methods are all suitable for pathophysiology teaching, according to the character-istics of different sections of the content, and we should choose a more appropriate method.