LBL、CBL、PBL相结合的混合教学模式在药理学教学中的实践与探索

The Practice and Exploration of Integrated Teaching Model of LBL, CBL and PBL in Pharmacology Teaching

药理学由于涉及知识面广,内容繁多且抽象,采用既能激发学生兴趣,又能提高教学质量的教学方法十分必要。而以单一教学模式为主导的教学方法在过去的实践中被证明不适合药理学这类多元化目标的课程。本文就如何将LBL、CBL、PBL三者结合起来,互相取长补短,综合应用到药理学的多元化教学模式中作比较探索。结果显示:与对照组比较,PBL+LBL+CBL组学生临床病例分析成绩显著提高(P<0.05),PBL+LBL+CBL组学生临床病例分析成绩也高于PBL+LBL组(P<0.05)。调查数据显示,90%的学生认为PBL、LBL与CBL三者相结合的最大的优势在于它能够有效地利用时间,在分析临床问题时很少会偏离方向,大大降低了在课外花费的学习时间。结论:开展PBL+LBL+CBL结合药理学教学模式,能使学生直接感知目前临床常用药,并能调动学生学习的积极性、主动性、创造性,值得借鉴与推广。

Pharmacology involves a wide range of knowledge and abstractions, while a single model has its own advantages and disadvantages. Therefore, we apply the three teaching models comprehensively to learn from each other’s strengths and make up for each other’s weaknesses, so as to study the application of diversified teaching models in pharmacology. Results: Compared with the control group, the scores of clinical case analysis were significantly improved in PBL+LBL+CBL(p <0.05), and students in group PBL+LBL+CBL also scored higher in clinical case analysis than that of PBL+LBL(p<0.05). At the same time, the survey data shows that 90% of students believe that the biggest advantage of PBL, LBL and CBL lies in its effective of time in use. In addition, analyzing clinical problems, it seldom deviates from the direction, greatly reducing the time spent in extracurricular activities. Conclusion: The development of PBL+LBL+CBL teaching model can make current clinical common drugs directly perceived by students, and mobilize students’ enthusiasm, initiative and creativity in learning. It is worth learning and spreading.