摘要
通过对上海交通大学医学院八年制和五年制临床医学专业学生学习同一个以问题为基础学习（problem-based learning,PBL）案例的评分结果进行分析,发现2种学制学生之间自评分和互评分差异无统计学意义,其原因在于学生的博弈行为和功利思想;而总分、教师评分、机制图评分差异具有统计学意义,其原因在于是否开展整合式课程和学习PBL案例数量的差异.因此,提出在评分体系中加入奖罚措施和在五年制临床医学专业中普及整合式课程教育和增加PBL案例学习数量的改进措施.
After studying the same PBL case in five year and eight year program students in Shanghai Jiaotong University School of Medicine,this paper analyzed the score.Because of the game behavior and utilitarian thought,the self evaluation and mutual evaluation have no difference.Total score,teachers evaluation,mechanism score had significant difference,the reason lies in whether to carry out the integrated curriculum and quantitative differences in learning PBL case.Therefore,this paper put forward to join the reward and punishment measures and popularize integrated curriculum in the five year program and increase in the number of PBL case study in order to improve the scoring system.
出处
《中华医学教育杂志》
2016年第3期413-415,共3页
Chinese Journal of Medical Education
关键词
以问题为基础学习
评分体系
博弈行为
功利思想
整合式课程
Problem-based Learning
Scoring system
Game behavior
Utilitarian though
Integrated curriculum
