摘要
目的探讨CBL结合微课教学方法在神经解剖学实验教学中的应用及其效果。方法选取2013年1月至2016年12月在我院神经学专业方向硕士研究生68人,随机分为CBL组(32人)和CBL微课组(36人)两组。CBL组采用CBL教学法,CBL微课组在采用CBL教学模式的同时结合微课教学手段,授课结束后进行神经解剖学基础理论知识、神经解剖学实验技能考试和问卷调查,评价两种教学模式的教学效果。结果 CBL微课组学生在基础理论、神经系统专科检查和神经影像学资料分析等专业知识方面的测试成绩明显好于CBL组(P<0.05或0.01);在腰椎穿刺等基本技能上也强于CBL组(P<0.05);问卷调查在提高学习兴趣、提高知识理解能力和教学方法满意度等方面予以肯定的人数所占比例也高于CBL组。结论 CBL教学模式结合微课教学手段更有助于学生对基本理论和实践操作的掌握,是实验教学中值得推广的教学模式。
Objective To investigate the effectiveness of teaching method application of CBL （ case-based learning） combined with Micro-classes in neuroanatomy experimental classes. Methods 68 postgraduates of neurology major in our college enrolled from January 2013 to December 2016 were randomly divided into the CBL group （n =32） and the CBL-M group （CBL ＋ Micro class, n = 36）. The students in CBL Group was taught by CBL only, and students in CBL-M group by CBL combined with Micro- classes. Exams on basic knowledge of theory and experimental skills of neuroanatomy, as well as a questionnaire survey, were organized at the end of the course, and the effectiveness of the two kind of teaching models evaluated. Results The testing scores of the CBL-M group were sig- nificantly higher than those of the CBL group （ P 〈 0. 05 or 0.01） in basic theory, nervous system professional examination and neuro-imaging data analysis etc. ; lumbar puncture and other basic skills, the students in CBL-M group also performed better （ P 〈 O. 05）. A larger proportion of students gave positive feedback in the CBL-M group than CBL group in the questionnaire survey about learning interest, comprehensive ability and satisfaction with the teaching method. Conclusion The teaching mode combinated CBL with Micro-classes is more effective in helping students to grasp the basic theory and practical skills. It is a model worth to promote in experimental teaching.
出处
《中国组织化学与细胞化学杂志》
CAS
CSCD
2017年第1期96-98,共3页
Chinese Journal of Histochemistry and Cytochemistry
基金
皖南医学院校级质量工程项目资助(2016jyxm24)
关键词
CBL
微课
神经解剖学
实验教学
CBL
Micro-class
neuroanatomy
experimental teaching
