PBL教学模式在医学心理学教学中的应用效果分析

Application Effect Analysis of PBL Teaching Mode in Medical Psychology Teaching

目的:分析PBL教学模式在医学心理学教学中的应用效果。方法:选取中南大学湘雅医学院2021级医学心理学专业2个班级学生作为研究对象,1班作为对照组(n=52),2班作为观察组(n=52)。对照组予以常规教学法,观察组予以基于问题的学习(PBL)教学模式。比较两组教学效果。结果:观察组期中考试与期末考试分数、及格率均高于对照组,差异有统计学意义(P<0.05)。观察组对教师教学态度、课堂教学效果、学习效率、学习成果的满意度评分高于对照组,差异有统计学意义(P<0.001)。教学前,两组学习兴趣、学习主动性、自信心评分比较,差异无统计学意义(P>0.05);教学后,两组学习兴趣、学习主动性、自信心评分高于教学前,且观察组高于对照组,差异有统计学意义(P<0.05)。教学前,两组自主学习能力、掌握理论知识能力、临床实践能力、理论联系临床能力评分比较,差异无统计学意义(P>0.05);教学后,两组自主学习能力、掌握理论知识能力、临床实践能力、理论联系临床能力评分高于教学前,且观察组高于对照组,差异有统计学意义(P<0.05)。结论:PBL教学模式在医学心理学教学中的应用效果显著,能够提高学生学习成绩、学习效果和学习能力,学生教学满意度高。

Objective:To analyze the application effect of PBL teaching mode in medical psychology teaching.Methods:Two classes of 2021 students majoring in medical psychology from Xiangya School of Medicine,Central South University were selected as the study subjects,with class 1 as the control group(n=52)and class 2 as the observation group(n=52).The control group was given the conventional teaching method,and the observation group was given the problem-based learning(PBL)teaching mode.The teaching effect was compared between the two groups.Results:The scores and passing rates of the mid-term and final examinations in the observation group were higher than those in the control group,and the difference was statistically significant(P<0.05).The scores of the satisfaction with teachers'teaching attitude,classroom teaching effect,learning efficiency and learning outcomes in the observation group were higher than those in the control group,and the difference was statistically significant(P<0.001).Before teaching,there was no significant difference in the scores of learning interest,learning initiative and self-confidence between the two groups(P>0.05);After teaching,the scores of learning interest,learning initiative and self�confidence in the two groups were higher than those before teaching,and the scores in the observation group were higher than those in the control group,with a statistically significant difference(P<0.05).Before teaching,there was no significant difference in the scores of self-learning ability,ability to master theoretical knowledge,clinical practice ability and ability to combine theory with clinical practice between the two groups(P>0.05);After teaching,the scores of self-learning ability,ability to master theoretical knowledge,clinical practice ability and ability to combine theory with clinical practice in the two groups were higher than those before teaching,and the scores in the observation group were higher than those in the control group,with a statistically significant difference(P<0.05).Conclusion:The application of PBL teaching mode in medical psychology teaching has a significant effect,which can improve students'academic performance,learning effect and learning ability,with a high students'teaching satisfaction.