概念图在临床肿瘤学PBL教学中的应用

Application of concept maps in PBL teaching of clinical oncology

目的探索基于问题的概念图教学方法在临床肿瘤学教学中的可行性、可接受性和有效性。方法通过问卷调查、标准化试题测试分数对比采用基于PBL的概念图教学法和采用传统PBL教学法的两组学生的差异。结果显示基于PBL的概念图教学的学生对将来继续使用概念图方式教学的认可性更高,自主学习和自我查弱并主动填补知识空缺能力更好,学生的成绩更好。结论概念图教学方式有助于改善学生学习肿瘤学专业的能力,可以纳入PBL教程。

Objective To explore the feasibility, acceptability and validity of problem-based learning（PBL） concept maps teaching method in clinical oncology. Methods Students were randomly divided into experimental group（using PBL concept maps teaching method） and control subjects（using traditional PBL teaching method）. At the end of the course, both groups were surveyed, and their scores of standardized test scores were compared. Results The statistical analysis showed that students with PBL conceptual maps were more adept at continuing to use concept maps teaching in the future and had better performance in learning autonomy, in self-evaluation, and in initiative to fill knowledge gaps for the integration of knowledge and clinical thinking in PBL teaching. Conclusion Scores of students using PBL concept maps were significantly higher than those of non-conceptual maps teaching students. Concept maps teaching methods are readily accepted by oncology students, and can be included in the PBL tutorials to improve students learning ability on oncology.