PBL教学法在临床生化教学中的应用研究

Application of PBL Teaching Method in Clinical Biochemistry Teaching

目的分析讨论在本科临床专业生物化学教学中使用PBL教学法的具体作用和实际效果。方法选取本院2015年1月-2017年1月实习生84名作为研究对象。根据入学先后书序,将其均分为两组,每组各42名,1组为对照组,使用传统教学方法;2组为观察组,使用PBL教学法。比较两组学生临床专业生物化学考核成绩和教学满意度。结果观察组学生基础理论知识、生物化学专业知识和临床实践操作考试成绩均高于对照组,差异均具有统计学意义(P<0.05)。观察组和对照组教学满意度依次为95.24%和73.81%,观察组高于对照组,差异具有统计学意义(P<0.05)。结论在本科临床专业生物化学教学中使用PBL教学法能全面提升学生本科临床专业生物化学考核成绩,学生对PBL教学法反映普遍较好。

Objective To discuss the clinical value of PBL(problem-based learning) mode in the clinical biochemical teaching for undergraduate students. Methods 84 clinical biochemical major students studied from January 2015 to January 2017 in our school were selected. Students were assigned to control group(n=42) and observation group(n=42)according to the admission number. Students received the conventional teaching mode or PBL mode, respectively. The examination scores and teaching satisfaction were probed. Results The examination scores of basic theoretical knowledge, professional knowledge and clinical practical skills in the observation group were significantly higher than control group, the difference was statistically significant(P < 0.05);the teaching satisfaction in the observation group(95.24%) was significantly higher than control group(73.81%), the difference was statistically significant(P < 0.05). Conclusion The PBL mode can remarkably increase the student’s examination scores and teaching satisfaction. It is worthy of promotion and application.