多模式教学改革在《病理学》教学中的实践

The application of multi-mode teaching reforms in Pathology

目的:探讨以案例式教学、PBL教学、将科研引入教学及加强实践教学的多模式教学改革在《病理学》教学中的应用效果。方法:选择2013级至2015级临床医学专业180名学生作为观察组,选取同专业学业成绩、性别构成相似的180名学生作为对照组。对照组采用传统讲授教学,观察组采用案例式教学、PBL教学、将科研引入教学及加强实践教学的多模式教学改革。课程结束采用考试成绩、问卷调查等方式对学生的学习效果进行评价。结果:观察组学生3年中课程成绩均高于对照组(P<0.05),观察组学生的学习兴趣、学习主动性、课堂学习效率、自主学习能力、沟通交流能力、评判性思维能力、解决问题能力等方面均高于对照组(P<0.05)。结论:《病理学》教学中应用多模式教学改革提高了学生的学习兴趣、创新和自主学习的能力,有效提升了教学效果和人才培养质量。

Objective： To explore the application effect of multi-mode teaching reforms such as case-based teaching,PBL teaching,introduction of scientific research into teaching and practical teaching on Pathology. Methods： 180 students from Grade 2013 to Grade 2015 who majored in clinical medicine were chosen as the observation group and 180 students with similar academic performance and gender class as the control group. The control group were taught by the traditional teaching method while the observation group were taught by multi-mode teaching reforms such as case-based teaching,PBL teaching,introduction of scientific research into teaching and practical teaching,with students ＇ learning effects evaluated by test results and questionnaire surveys at the end of the course. Results： The scores of students in the observation group were significantly higher than those in the control group（P〈0.05）. Learning ability,learning initiative,classroom learning efficiency,autonomous learning ability,communication ability,critical thinking ability and problem solving ability of students in the observation group were also significantly higher than those in the control group（P〈0.05）. Conclusion： The application of multi-mode teaching reforms in pathology has obviously improved the students＇ interest in learning,innovation and autonomous learning ability and effectively improved the teaching effect and the quality of personnel training.