复合型教学模式LPR在军队医学院校的应用及效果评价

Application and evaluation of LPR teaching mode in military medical university

目的 LPR教学模式是涵盖了基于讲授的学习(LBL)、基于问题的学习(PBL)和基于研究的学习(RBL)的一种复合型教学模式。探讨LPR教学模式在军队医学院的应用及教学效果分析。方法构建教学效果调查量表,随机选取某军医大学2012级和2013级学生共80名作为研究对象并发放调查问卷,以问卷调查的方式评价LPR教学效果。回收有效问卷67份,参与调查的67名学生均经历过基于讲授的学习和基于问题的教学模式(LBL+PBL),即LP教学模式,其中29名学生参加过课外科研,即LPR教学模式。结果参加过LPR教学模式的学生普遍认为自己在知识的掌握与运用、认知水平、综合素质和创新能力方面均有明显提升,军队医学院本科生的科研环境总体较好但仍待改进。结论 LPR教学模式的教学效果值得肯定,然而,LPR教学模式的推进也对指导教师及学校管理者提出了更高的要求。

Objective LPR teaching mode is a kind of composite teaching mode covering lecture-based learning（ LBL）,problem-based learning（ PBL） and research-based learning（ RBL）. LPR teaching mode was applied in military medical university and the outcome of LPR was evaluated. Methods Eighty undergraduate students of grade 2012 and 2013 were randomly selected from a military medical university. Constructing evaluation scale which was used to evaluate the teaching effect of LPR mode. We received 67 valid questionnaires. The 67 undergraduate students all experienced lecture-based learning and problem-based learning teaching mode（ LBL ＋ PBL）,namely the LP teaching mode. Among them,only part of the undergraduate students participated in the extracurricular research,namely the LPR teaching mode. Results The undergraduate students who have experienced the LPR teaching mode generally think of themselves making great progress in master and use of knowledge,cognitive com-petence,comprehensive quality and innovation ability. The environment of extracurricular scientific research in military medical university was favorable and continue to improve. Conclusions LPR teaching mode is beneficial for undergraduate students. However,the further development of LPR teaching mode puts forward higher requirements for teachers and school administrators.