PBL教学法结合微课在药理学教学中的应用

Application of PBL Teaching Method Combined with Micro-class in Pharmacology Teaching

目的探讨PBL教学法结合微课在药理学教学中的应用效果。方法选取2019年重庆医科大学2016级药学专业的59名学生作为研究对象,采用随机数字表法分为实验组(n=30)和照组(n=29)。对照组采用传统的教学方式,实验组采用PBL结合微课的教学方式,比较两组理论考试成绩及学生对教学模式满意度。结果实验组学生理论成绩为(88.35±3.22)分,高于对照组的(73.28±4.56)分(P<0.05);实验组60~69分、70~79分占比低于对照组,80~89分和90~100分占比高于对照组(P<0.05);实验组学习积极性提升、独立思考能力提升、自主学习能力提升、拓展新的知识、解决问题能力提升、培养团队精神占比均高于对照组,差异有统计学意义(P<0.05)。结论PBL教学法结合微课应用于药理学教学中,能激励学生学习的自主性,提升学生的理论成绩,可取得更高的满意度,从而提升了教学质量。

Objective To explore the application effect of PBL teaching method combined with micro-class in pharmacology teaching.Methods Selected 59 students of the 2016 pharmacy major of Chongqing Medical University in 2019 as the research object,and were divided into the experimental group(n=30)and the control group(n=29)by using the random number table method.The control group adopts traditional teaching methods,and the experimental group adopts PBL combined with micro-class teaching methods,compare the theoretical test scores and satisfaction for students with the teaching model between the two groups.Results The theoretical performance of the experimental group was(88.35±3.22)scores,which was better than that of(73.28±4.56)scores in the control group(P<0.05);the percentages of 60-69 and 70-79 scores in the experimental group were lower than those in the control group,while 80-89 and 90-100 scores in the experimental group were higher than those in the control group(P<0.05).The experimental group's learning enthusiasm,independent thinking ability,independent learning ability,new knowledge development,problem-solving ability,and teamwork are all higher than the control group,and the difference was statistically significant(P<0.05).Conclusion The application of PBL teaching method combined with micro-class in pharmacology teaching can stimulate students'autonomy in learning,improve the theoretical performance for students,and can achieve higher satisfaction,thereby improving the quality of teaching.