摘要
目的评价高职临床预防医学教学中CBL教学法的效果。方法选取2009级临床专业2个班级,随机分成实验组和对照组,实验组41名学生,用CBL教学法;对照组40名学生,用传统教学法,学期末对两组学生考试成绩和调查问卷结果进行评价。结果 1.CBL教学组学生分析理解题、实践应用题成绩均高于传统教学组,差异有统计学意义;基本理论知识平均成绩低于传统组,差异无统计学意义。2.CBL教学组学生在预习情况、课堂气氛、学习主动性、语言交流能力、知识面扩展性、分析解决问题能力、课堂满意度七个方面得分高于传统教学组,差异有统计学意义;而在基础知识记忆方面两组学生得分没有差异。结论在预防医学教学中,CBL教学法教学效果优于传统教学法。
Objective To evaluate the effectiveness of case-based learning （CBL） in preventive medicine teaching for higher vocational clinical specialty. Methods Students of two classes in Grade 2009 majoring in clinical speicahy at a vocational college were randomly divided into the experimental group and the control group. The experimental group （41 students ） was taught by CBL approach while the control group { 40 students} was taught by traditional teaching method. At the end of the semester, evaluation was made by comparing the test scores and a questionnaire-based survey of the two groups. Results 1. The students in the experimental group outperformed signifcantly those in the control group in analytical questions and application questions. They had a lower average score in basic theoretical knowledge than that of the control group, but the difference was not significant. 2. The students in the experimental group did significantly better than those in the control group in the following seven aspects： preview, classroom atmosphere, learning initiative, communication skills, knowledge expansion, problem-analyzing and -solving ability, and class satisfaction, but not in memorization of basic knowledge. Conclusion In the teaching of preventive medicine, CBL method is superior to the traditional teaching method.
出处
《中国医学教育技术》
2013年第1期116-118,共3页
China Medical Education Technology
