逆向PBL教学法结合形成性评价模式在教学中的实践与探索

Practice and exploration of reverse problem-based learning(RPBL)teaching method combined with formative evaluation mode in teaching

目的:探讨逆向PBL(Reverse problem-based learning,RPBL)教学法结合形成性评价模式的教学效果,为预防医学和卫生检验专业学分制教学改革方案的实施提供参考依据。方法:选取2010级预防医学本科1班(38人)和2011级卫检验本科班(40人)作为观察组,运用RPBL教学法结合形成性评价教学模式;选取2010级预防医学本科2班(37人)和2010级卫生检验本科班(38人)作为对照组,运用传统教学法结合"总结性"考试评价模式。通过期末理论考试和问卷调查进行教学效果评价。结果:观察组《卫生化学》期末考试平均成绩为70.7分,对照组为67.2分,两组比较差异有统计学意义(P<0.05);观察组《食品理化检验》期末考试平均成绩为76.3分,对照组为70.5分,两组比较差异有统计学意义(P<0.05);问卷调查结果表明RPBL结合形成性评价模式对学生分析和解决问题的能力、知识面的拓展、语言表达能力、沟通协作能力和激发学习兴趣等方面均有较大提高。结论:一定比例的RPBL教学法结合形成性评价模式可以提高学习成绩,改善教学效果,适合在我校预防医学和卫生检验专业学分制教学改革中开展。

Objective：To discuss the teaching effects of reverse problem-based learning（RPBL）teaching method combined with formative evaluation mode in teaching and provide evidence for the implementation of the credit system scheme in the preventive medicine specialty and health inspection specialty.Methods：Class 1Grade 2010 in preventive medicine specialty（38students）and class 1Grade2011 in health inspection specialty（40students）were selected as the observation group,which adopted the RPBL teaching method combined with formative evaluation mode in teaching.Class 2Grade 2010 in preventive medicine specialty（37students）and class 1Grade2010 in health inspection specialty（38students）were selected as the control group,which adopted the traditional lecture-based learning（LBL）teaching method combined with summative test mode in teaching.The teaching effects of the two groups were evaluated by final theory examinations and questionnaires.Results：The average score of final exam in sanitary chemistry course in the observation group was 70.7,and that of the control group was 67.2,which had significant difference between the two groups（P〈0.05）.The average score of food physical and chemical analysis course in the observation group was 76.3,and that of the control group was 70.5,which had significant difference between the two groups（P〈0.05）.The questionnaire analysis showed that the students in the observation group improved a lot in terms of the ability of analyzing and solving problems,the expansion of knowledge,oral expression ability,communicative and cooperative ability,and learning interest,etc.Conclusion：The suitable proportional application of RPBL teaching method combined with formative evaluation mode in teaching can improve students＇ academic records and teaching effects,and is suitable to be carried out in the credit system scheme with the preventive medicine specialty and health inspection specialty in our college.