八年制医学生自身因素影响PBL教学评价的研究

Research on the Effect of Eight-year-program Medical Students' Self-factor on PBL Teaching Method

目的 PBL教学作为以"学生为中心"的教学方式,学生取代了教师为主的关键地位,然而学生自身因素成为PBL教学过程中的重要因素,文章分析医学八年制学生自身内在因素对PBL教学效果的影响。方法采取多中心调查方式,选取全国多所高校采取PBL教学方式的八年制医学生,通过网络问卷调查形式采集数据,并对其进行统计分析,确定影响教学效果最明显的因子。结果在各种学生自身内在因素中,自学能力、合作精神、PBL教学经验对PBL教学效果有显著影响,而性别,学生绩点并不影响PBL教学效果。结论通过本研究,发现多个影响教学效果的学生自身因素,导师可通过增强学生的自学能力,加强小组合作精神,提高学生团队协作能力,从而发挥PBL最大的教学优势。

Objective As a “student-centered” teaching method, students have replaced teachers as the key role. However, students' own factors have become an important factor in the process of PBL teaching. To analyze the influence of internal factors of medical eight-year students on the teaching effect of PBL. Methods A multi-center survey was adopted to select the eight-year medical students who adopted the PBL teaching method in a number of colleges and universities across the country. Data were collected through online questionnaire survey, and statistical analysis was conducted to determine the most significant factors influencing the teaching effect. Results Among various internal factors of students, students' self-learning ability, cooperative spirit and PBL teaching experience had a significant impact on PBL teaching effect, while gender and student's GPA did not affect the effect of PBL teaching. Conclusion Through this study, it is found that there are many factors affecting the teaching effect of students themselves. By enhancing students' self-learning ability, strengthening group cooperation spirit and improving students' teamwork ability, teachers can give play to the biggest advantage of PBL teaching.