摘要
目的了解以问题为基础学习（problem—basedlearning，PBL）教学模式应用于预防医学课程教学的近期效果，为预防医学教学改革提供客观依据。方法采用随机对照实验方法，选择广州医学院2008级临床医学专业两个双语班60名学生为教学对象，从中随机抽取一个班30名学生作为实验组，采用PBL教学模式；另一个班30名学生作为对照组，采用以讲课为基础学习（1ecture—basedlearning，LBL）教学模式。课程结束后，采用自我设计问卷对两组学生进行调查，同时比较两组学生的期末考试成绩，以评价不同教学模式的实施效果。结果实验组中有93．3％的学生认为在预防医学课程中实施PBL教学模式虽有难度但很有必要至少可以接受；有93．3％～100．O％的学生认为PBL教学模式更有利于培养学习兴趣、科研能力，增强自学能力、表达能力、应用能力和竞争意识。同时，有83．3％～96．7％的学生认为PBL教学模式在提高收集资料和整理资料的能力、加强对所学知识的理解和掌握、提高组织能力、加强协作精神等方面具有很大的促进作用。但是，有76．7％的学生认为在花费时间少、60．0％的学生认为在全面系统掌握知识方面LBL教学模式更具优势；有90．0％的学生认为现阶段预防医学课程教学中应当采取PBL与LBL相结合的教学模式。考试成绩显示，实验组学生平均分为（26．93±2．29）分，对照组学生平均分为（26．78±2．76）分，其差异无统计学意义（t=-0．231，P=0．820）。结论预防医学课程教学中采用PBL教学模式能够提高学生的综合素质，但不表现在近期考试成绩上，现阶段预防医学教学中应当采取PBL与LBL相结合的教学模式。
Objective To know the short-term effect of PBL in the course of preventive medicine. Methods PBL was used to the experimental classes which selected by RCT in one of bilingual class from clinical medicine students of grade 2008, LBL was used in controls. At the end of the course, a self- designed questionnaire and a traditional examination were used to investigate the short-term effects. Results 93.3% students of the experimental group thought PBL should be carried out though with some difficulties. 93.3% - [00.0% students thought PBL had a great advantage in promoting the interest of learning and abilities of scientific research, self-learning, self-expression, knowledge application and competitive consciousness. PBL also had a great role in promoting the abilities such as collecting（96. 7% ） and sorting data （93.3 % ） , understanding and mastering of knowledge （93.3%）, organization （93.3%） and team-work（83.3% ） etc. But there were 76. 7% students complained PBL took more time than LBL, and 60.0% students thought that PBL was inferior to LBL in systematically learning knowledge,90.0% students thought that the preventive medicine should be adopted in the teaching model of combining with PBL and LBL. The average scores on the final exam of PBL group were 26.93＋2. 29 and the control group were 26.78_＋2. 76 （t =-0. 231, P = 0. 820）. Conclusions The teaching model of PBL could improve many comprehensive qualities of students but had no short-term effect on scores of traditional examination, and the preventive medicine should be adopted in the teaching model of combining with PBL and LBL.
出处
《中华医学教育杂志》
2012年第2期241-244,共4页
Chinese Journal of Medical Education
基金
广州市高等学校教育教学改革项目课题“案例式PBL应用于预防医学双语教学的研究与实践”（穗教高教[2009]8号）
中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2010年度医学教育研究立项课题“基于预防医学网络平台的PBL教学新模式研究”（医教字[2010]10号）
