中医学临床实习教学中基于网络化PBL+CBL的形成性评价体系改革

Reform and Exploration of Formative Evaluation System under Networked PBL+CBL Teaching Method in the Teaching Clinical Practice of Traditional Chinese Medicine

目的探讨基于互联网平台以问题为导向的教学模式(problem-based learning,PBL)联合以案例为导向(case-based learning,CBL)的教学模式基础上的西医院校中医学课程形成性评价体系改革效果。方法以中国医科大学2015级护理专业1~4班的121学生为研究对象,随机分为对照组和改革组,8学时的临床实习中分别接受传统方式实习带教和PBL+CBL教学方式。2组学生期末考试进行同样内容的闭卷笔试,均以期末笔试成绩作为终结性评价,考核完成后对该方式进行满意度评估。结果 2种教学方式下的期末考试成绩分别为:对照组(76.50±8.37)分,改革组(82.66±6.23)分,改革组成绩优于对照组(P<0.05)。在学习成绩满意度方面,改革组学生比对照组学生满意度更高,且差异均有统计学意义(P<0.05)。结论在中医学临床实习中开展在PBL+CBL教学方式比传统带教方式更能提高学生考试成绩,且激发学生学习兴趣,学生满意度更高。PBL+CBL基础上的形成性评价比传统的终结性评价更能真实反映学生学习效果,适合在西医院校中医学课程的教学评价体系中使用。

Objective To explore the reform effect of traditional Chinese medicine curriculum formative evaluation system in medical colleges and universities on the basis of problem-based learning(PBL) combined with case-based learning(CBL) on the Internet platform.Methods 121 students from class 1-4, 2015 nursing major, China medical university were randomly divided into the control group and the reform group. During the 8-class clinical practice, they received the traditional teaching method and the PBL+CBL teaching method.Two groups of students in the final examination of the same content of the closed-book written test were carried out. After the assessment,the satisfaction evaluation of this method was conducted. Results The final exam scores of the two teaching methods were control group(76.50±8.37) scores, reform group(82.66±6.23) scores, and the reform group was better than the control group(P < 0.05). In terms of academic satisfaction, students in the reform group were more satisfied than those in the control group, and the differences were statistically significant(P<0.05). Conclusion PBL+CBL teaching method in clinical practice of traditional Chinese medicine can improve students exam results, stimulate students’ interest in learning and improve students’ satisfaction more than traditional teaching method.The formative evaluation based on PBL+CBL reflects the learning effect of students more truly than the traditional summative evaluation,which is suitable for the teaching evaluation system of traditional Chinese medicine in western medical university.