摘要
目的评价以问题为基础教学法在肝损伤指导用药教学中的教学效果。方法选取2017年3月接受肝损伤指导用药教学学生96名,运用随机数字表法划分为对照组和观察组,对照组采用传统的教学方式,观察组采用以问题为基础教学法(PBL),比较两组学生的考试成绩以及对教学方式的评估。结果观察组学生在理论成绩,操作成绩以及总考试成绩均高于对照组(P<0.05);观察组学生在教学评估中对于教学内容,教学态度,用药能力培养,兴趣培养以及总教学评估得分均高于对照组(P<0.05)。结论在肝损伤指导用药教学中应用以问题为基础教学法可以有效提高肝损伤指导用药教学质量。
Objective To evaluate the teaching effect of problem-based pedagogy in the teaching of hepatic injury. Methods Ninety-six pedagogical teaching students who received instruction on liver injury in March 2017 were selected and divided into control group and observation group by random number table method. The control group was given traditional teaching method, the observation group was adopted the problem based teaching method（PBL）, the test scores of two groups of students and the assessment of teaching methods were compared. Results The theoretical achievement, the operation achievement and the total score of the test in observation group were higher than the control group（P〈0.05）. The scores of teaching content, teaching attitude, medication ability training, interest cultivation and total teaching evaluation in observation group were higher than those in control group（P〈0.05）. Conclusion The application of problem-based pedagogy in instructional teaching of liver injury can effectively improve students＇ operation level and cultivate professional qualities. Combining practice and theory, it can improve teaching quality of liver injury guidance medication.
作者
唐莉
杨新文
刘浩
TANG Li;YANG Xinwen;LIU Hao(Department of Infectious Diseases, First Afliated Hospital of Xinjiang Medical University, Urumqi Xinjiang 830054, China;Department of Emergency Surgery)
出处
《中国继续医学教育》
2018年第2期20-21,共2页
China Continuing Medical Education
关键词
以问题为基础教学法
肝损伤
指导用药教学
problem-based pedagogy
liver injury
instructional medication teaching
