PBL教学法在预防医学专业卫生统计学教学实践中的效果评价

Effect Evaluation of PBL Teaching Method in Health Statistics Teaching Practice of Preventive Medicine Specialty

目的 探讨以问题为基础的学习模式(problembased learning,PBL)在卫生统计学中的应用效果。方法于2021年3—7月,将宁夏医科大学2018级预防医学专业2个班77名学生随机分为非教改班(39名)和教改(PBL教学)班(38名),一学期教学结束后,通过采用问卷、小组访谈及学习成绩比较的方法来评价PBL教学效果。结果 两组间总成绩在60~70分。客观成绩差异无统计学意义(P> 0.05),总成绩和应用分析题成绩均为教改班优于非教改班,差异有统计学意义(P <0.05);问卷调查显示,问卷评价结果显示,学生接受PBL教学方式,同时认为此方式占用太多时间。结论 PBL教学方式可取,但不宜在多门课程中同时开展;PBL教学模式单独使用效果不佳。

Objective To explore the application of problembased learning(PBL) in health statistics.Methods From March to July 2021,a total of 77 students in Ningxia Medical University of preventive medicine majoring in grade 2018 were randomly divided into non-teaching reform class(39 students) and teaching reform(PBL teaching) class(38students).After one semester of teaching,the PBL teaching effect was evaluated by questionnaire,group interview and academic performance comparison.Results The total score between the two groups was 60 ~ 70 points.There was no significant difference in objective scores(P>0.05).The scores of the total scores and applied analysis scores of the teaching reform class were better than those of the non teaching reform class,and the differences were statistically significant(P<0.05).The questionnaire survey showed that most students accept PBL teaching method and think it takes too much time.Conclusion PBL teaching method is desirable,but it should not be carried out in multiple courses at the same time.The effect of PBL teaching mode alone is not good.