PBL教学法在肿瘤免疫课程中的实践

Practice of PBL Teaching Method in the Tumor Immunology Course

目的探讨PBL教学法在肿瘤免疫课程中的教学实践。方法在肿瘤免疫学教学中,分别对2009级和2010级临床医学五年制和七年制专业学生各60人采用单纯传统教学(LBL)和传统教学结合PBL教学实践,并对两种教学模式进行比较。结果采用PBL结合LBL对2010级临床专业学生进行肿瘤免疫课程授课,学生期末理论考试成绩89.69±4.32,而2009级学生采用传统授课模式,期末理论考试成绩83.17±7.99,两者相比较有统计学差异(P=0.001);学生问卷调查结果显示,60%-75%的学生认为PBL结合LBL教学法提高或显著提高学生的自学、表达、理解和解决问题的能力,其中自学能力和理解能力尤为显著,分别为75%和70%;70%以上的学生认同PBL教学法的开展;80%的学生认可学习兴趣和积极性发生改变;70%的学生认为有增强学生团结协作的作用。结论 PBL教学法有助于学生对免疫学基本知识的深刻理解和全面系统掌握,增强了理论课的教学效果;有助于提升医学生自主学习能力和解决问题能力等综合素质,提高教学水平。

Objective To evaluate the effects of PBL（Problem-based learning） teaching methods in tumor immunology course. Methods PBL methods replaced the class teaching by group discussion.2009 2010 grade medical students were divided into two group of PBL combination with LBL and LBL alone, respectively. Results The test score of the PBL combination with LBL group is 89.69±4.32 versus LBL group（83.17±7.99,P=0.001）. 60%-75% of students agree with the teaching methods of PBL combination with LBL which may improve their communication and solve problems ability, especially self-study and understanding ability. 80% of them think that the teaching methods change their interest and enthusiasm on learning, and 70% of them believe that the teaching methods play a role in enhancing cooperation spirit. Conclusion PBL teaching methods help students understand the immunology knowledge deeply, and improve the ability of autonomic learning as well as solving problem. In a word, it is suggest that PBL teaching methods improve the teaching effect compare with lecture-based learning.