摘要
目的探讨PBL结合Seminar教学法在临床实习教学中的效果和可行性。方法选择在血液科实习的临床专业本科生作为研究对象,随机分成两组实验组和对照组。实验组共50名学生,采用PBL结合Seminar教学法;对照组共52名学生,采用传统的临床带教方法。并通过问卷调查和个人访谈了解实验组学生对这种教学模式的评价;通过理论考试和实践技能考核比较对照组和实验组学生的教学效果。结果实验组64.0%的学生都能接受这种教学模式,60.0%的学生表示这种教学模式可以提高学习兴趣,可以提高多方面的能力。有52.0%的学生愿意接受这种教学方法。实验组学生在理论考试和实践技能考核中的得分均高于对照组,两组差异均有统计学意义(P<0.001)。结论 PBL结合Seminar教学法是一种新颖有效的临床教学方法,在血液科的临床教学中可适当采用此种教学模式,提高学生对学习的主动性与认知能力。
Objective To explore the effect and feasibility of PBL combined with Seminar teaching method in clinical practice teaching of Hematology.Methods The undergraduates of clinical specialty in hematology practice were randomly divided into two groups.The experimental group consisted of 50 students,who accepted PBL combined with Seminar teaching method.The control group consisted of 52 students,who accepted traditional clinical teaching method.The questionnaire and personal interviews were used to evaluate the teaching effect of the course,and entrance examination was used to evaluate the scores of the two groups.Results It could be see from the evaluation of the teaching effect of the experimental group that most of the students(64.0%)could accept the teaching mode,most of the students said that the teaching mode could improve their interest in learning(60.0%)and their abilities in many aspects.52% of the students were willing to continue the program.The scores of the students in the experimental group were higher than those in the control group in both theoretical and practical skills tests,and the difference between the two groups was statistically significant(P<0.001).Conclusion The " PBL-Seminar" teaching mode is a novel and effective clinical teaching method,which can be appropriately adopted in the clinical teaching of hematology to improve students’ initiative and cognitive ability in learning.
作者
叶倩舲
翟志敏
李迎伟
沈元元
陶莉莉
YE Qianling;ZHAI Zhimin;LI Yingwei;SHEN Yuanyuan;TAO Lili(Department of Hematology,the Second Hospital of Anhui Medical University,Hefei 230601,Anhui,China)
出处
《安徽预防医学杂志》
2018年第6期431-434,共4页
Anhui Journal of Preventive Medicine
基金
安徽省省级教学研究项目(皖教秘高[2016]189号)
