摘要
目的分析比较LBL-PBL(基于授课的学习-基于问题的学习)与LBL(基于授课的学习)两种教学方法在临床医学专业口腔科学教学中对学生学习效果的影响。方法以我校临床医学专业本科学生180名为研究对象,分为LBL组和LBL-PBL组,每组90人,分别采用LBL传统教学法和LBL-PBL教学法进行教学,通过考试成绩和问卷调查方式对两组的效果进行评价。结果两组学生在理论考试成绩上无显著性差异,但在问卷调查评分上,LBL-PBL组高于LBL组,且差异有统计学意义。结论 LBL-PBL教学法可提高临床医学专业学生学习口腔科学课程的学习积极性和主动性,从而有利于学生掌握相关理论知识,提高解决临床问题的能力,改善教学效果。
Objective To compare the ef ectiveness of LBL-PBL(lecture-based learning-problem-based learning)teaching mode and LBL(lecture-based learning)teaching mode in stomatolgy teaching for clinical medical undergraduates.Methods 180 clinical medical undergraduates in Guangzhou Medical University were divided into 2 groups.Each group contained 90 students.LBL-PBL teaching mode was applied in stomatology teaching in Group LBL-PBL while LBL was applied in Group LBL.Ef ectiveness of both teaching method were evaluated by comparing both test scores and questionnaire.Results Test scores were not significantly dif erent in both two groups.However,Group LBL-PBL scored significantly higher than Group LBL.Conclusion LBL-PBL teaching mode could improve the learning initiative of clinical medical undergraduates in stomatolgy teaching.Therefore,it is helpful for students to master knowledge and improve ability in solving clinical problems.
作者
伍婉翠
刘文哲
陈广盛
WU Wan-cui;LIU Wen-zhe;CHEN Guang-sheng(Department of Stomatology,The Second Affiliated Hospital of Guangzhou Medical University,China,Guangzhou 510000,Guangdong,China)
基金
广州医科大学教育科学规划课题资助项目,编号52010107118.
关键词
口腔科学
LBL教学法
LBL-PBL教学法
Stomatolgy
Lecture-based learning
Lecture-based learning-problem-based learning
