问题式学习教学法在临床输血学检验教学中的应用

The application of problem-based learning in the teaching of clinical blood transfusion laboratory

目的评价临床输血学检验教学中采用问题式学习(PBL)教学法的效果。方法以本校医学检验系2014和2015级参加了PBL教学的全部共40名本科生作为研究对象,采用问卷调查(无记名发放)、座谈会(每位学生轮流发表自己对PBL教学的看法)和带教老师访谈(一对一)的方式调查,总结PBL教学法在本科输血检验教学实践中的开展情况。结果参加PBL教学的学生输血检验课考试成绩比传统教学法的学生提高(P<0.05)。本组调查对象认为PBL教学法的优点是:在临床输血检验教学中调动了学生学习的主动性、积极性[100%(35/35)],提高了发现与解决问题的能力[97.1%(34/35)],促进了对专业概念理解[94.3%(33/35)];缺点是:对自己负责的问题熟悉掌握、对别的同学负责的学习内容陌生[100%(35/35)],讨论不够充分、不知要点[97.1%(34/35)],课时不足,知识学习不系统[94.3%(33/35)]。结论 PBL教学模式能增强学生对临床输血学检验的学习兴趣,提高学生的自学能力,培养学生的团结协作精神。

Objective To investigate the application effect of problem-based learning in the teaching of clinical blood transfusion inspection technology. Methods A total of 40 undergraduates from class 2014 and class 2015 majored in clinical laboratory science were enrolled in the study. Questionnaire survey(anonymous filling in), symposium(students’ opinion on PBL teaching)and teacher interviews(one-on-one) were performed. Results The test scores were improved in the PBL group than the lecture-based learning group with significant statistic differences. The advantage of PBL by the students: motivates learning initiative and enthusiasm(100%);emphasizes the ability of identifying and coping with problems(97.1%);promotes understanding of discipline conception(94.3%). Disadvantages includes: Unfamiliar topics among classmates [100%(35/35)];inadequate discussion and unclear main ideas [97.1%(34/35)];Lack of class hours and non-systematic knowledge learning (94.3%(33/35))Conclusion The application of PBL teaching model in the class of clinical blood transfusion laboratory assists students with enhanced learning interests, improved self-learning ability and teamwork spirit.