PBL与LBL教学模式在血液科见习教学中的比较

Comparing PBL Education Model with LBL Education Model during the Clinic Teaching in the Hematology Department

目的:探讨PBL(Problem-based learning,PBL)教学法在血液内科见习教学中的应用经验。方法:将2015年3月在血液科临床见习的学生随机分成PBL组和LBL组(Lecture-based learning,LBL)。PBL组首先进行资料准备和教师培训,继而在带教中按课前预习-分组讨论-学生发言-教师总结四个步骤进行。LBL组以课堂式教师授课为主。结果:采用PBL教学法课堂气氛更活跃,师生反应更好,学生的考试成绩较高,有利于学生临床思维及综合素质的培养。结论:PBL教学模式优于LBL教学模式,适用于血液科临床教学。

Objective：To discuss the application experience of PBL（Problem-based learning） teaching method during the clinic teaching in the hematology department.Method：The students of clinical probation in March 2015 in the hematology department were randomly divided into PBL group and LBL group.The PBL group first carried on the data preparation and the teacher training,then in the belt to prepare ＂before the class-the group discussion-the student speaksthe teacher summarizes＂four steps to carry on.In the LBL group,the classroom teaching was the main.Result：The classroom atmosphere was more active in PBL teaching method,the students reacted better,students＇ test scores were higher,which was beneficial to the cultivation of students＇ clinical thinking and comprehensive quality.Conclusion：The teaching mode of PBL is better than that of LBL teaching mode,which is suitable for clinical teaching in hematology department.