摘要
目的探讨以问题为基础教学法(problem base-learning,PBL)在血管性痴呆教学中的应用效果。方法以首都医科大学7年制临床医学专业28名学生作为教学对象,在血管性痴呆的教学中,随机分为PBL教学组或传统教学组,教学后以问卷调查方式对2组的教学效果进行比较分析。结果 PBL教学法与传统教学法相比,学生在自主学习能力、提出问题能力、解决问题能力、临床实践能力和团队合作能力各方面均显著提高。结论在血管性痴呆的临床教学中,PBL教学法可提高学生的学习兴趣和积极性,并培养学生科学的临床思维,从而提升教学质量,具有良好的前景,值得推广和普及。
Objective To explore the effect of problem base-learning (PBL) in teaching vascular dementia. Methods PBL and classical methods were applied separately in teaching vascular dementia to 28 medical students of capital medical university, who were randomized into 2 groups . The effect of two teaching methods were evaluated by questionnaire survey among these students. Results Compared with the classical teaching method, PBL method could signiifcantly improve student ability of independent learning, ifnding problem, solving problem, medical practice, and working as a team. Conclusion PBL teaching method can improve interest and motivation of students, and develop their scientiifc thinking. So PBL is worth popularizing.
出处
《中国卒中杂志》
2015年第9期814-816,共3页
Chinese Journal of Stroke