基于混合式“教+学”的以学生为主导的CBL教学在社会医学教学中的应用研究

Application of the mixed“teaching+learning”method in the teaching of Social Medicine

目的:探讨混合式“教+学”的以学生为主导的CBL教学在社会医学教学中的应用效果,根据社会医学学科特点培养学生发散思维并提高学生自主学习的能力。方法:将某医学院校某专业开展社会医学教学的大四年级本科生(共4个班)116人随机分为对照组(2个班)和试验组(2个班),试验组进行混合式“教+学”,对照组进行传统教学,将理论考核和自学能力测量作为评价依据。结果:试验组期末理论考试成绩高于对照组,且0~59、60~69、80~89分数段人数百分比差异有统计学意义,自主学习能力4个维度和总分均高于对照组(P<0.05)。结论:混合式“教+学”提高了学生的学习成绩和自主学习能力。

Objective:To evaluate the application effect of the mixed“teaching+learning”method in Social Medicine teaching,and to cultivate students′divergent thinking and improve their self-learning ability according to the characteristics of Social Medicine.Methods:A total of 116 senior undergraduates(4 classes)receiving Social Medicine teaching were randomly divided into the control group(n=56)and the experimental group(n=59).The experimental group received the mixed“teaching+learning”method,while the control group received the traditional teaching method.The theoretical assessment and self-learning ability assessment were taken as the evaluation basis.Results:The results showed that the theoretical test score in the experimental group was higher than that in the control group,and the percentages of students with scores of 0-59,60-69,80-89 were statistically different.And the total score of self-learning ability in experimental group was also higher than that in the control group(P<0.05).Conclusion:Although the mixed“teaching+learning”method in this study has some shortcomings,the advantages of improving students′academic performance and self-learning ability are worth further study.