摘要
目的:探讨PBL教学模式在技能实训教学中的应用效果。研究对象选取冀唐学院2015级临床专业两个班共57名学生,在2018年9月至2018年12月间进行比较性研究。传统组:采用常规带教模式(n=27),主要为课堂教学;PBL组:结合技能实训课程内容,采用“以学生为主体”的PBL授课模式(n=30),将学生平均分为3个小组,过程为老师提出问题,学生查找相关文献,讨论问题,最后总结,学习。然后对两组的实践成绩应用t检验进行统计,利用调查问卷统计两组学生对PBL教学法的满意度,学生收获及教学效果。结果:1.PBL组学生实践课成绩得分(84.03±7.94)分,传统组学生实践课成绩得分(74.41±8.20)分,PBL组学生实践课成绩优于传统组,差异具有统计学意义(P<0.05)。2.调查问卷结果表明,学生对PBL教学很满意,收获很大,教学效果调查显示:PBL组在实践操作能力、自主学习能力、自主创新能力、处理问题的能力、开拓知识面、激发学习兴趣等方面均高于传统组,差异具有统计学意义(P<0.05)。80.00%学生认为实践技能传授方面,“以学生为主体”的PBL教学模式更适用于现代教学,83.30%学生认为“以学生为主体”有助于督促自主学习,PBL教学法的教学模式得到了学生的认可和支持。结论:“以学生为主体”的PBL教学模式更适用于临床技能实践课,能充分调动临床医学专业学生学习的积极性及主动性。
Objective To explore the application effect of PBL teaching mode in skill training. Methods The study subjects selected 57 students in Class 6 and Class 12 of the 2015 clinical majors, including 27 in Class 6 and 30 in Class 12. The research period was from September 2018 to December 2018. Traditional group: Class 6 use the regular teaching mode (n=27), mainly for classroom teaching;PBL group: combined with the skills training course content, Class 12 adopt the “student-based” PBL teaching mode (n=30), the students are divided into three groups on average. The process is first, the teacher asks questions, then the students find relevant documents, discuss the questions, and conclude. Then the t test was used to calculate the actual performance of the two groups on the PBL teaching method, the students' harvest and teaching effects. The questionnaire was used to calculate the satisfaction of the two groups of students.Results 1.The scores of students in the PBL group were 84.03±7.94, and those in the traditional group were 74.41±8.20. The PBL group students' practice scores were better than the traditional ones, and the difference was statistically significant (P<0.05). 2. The results of the questionnaire showed that the students were very satisfied with the PBL teaching, and the results were very good. The teaching effect survey showed that the PBL group was superior to the traditional group in terms of practical operation ability, independent learning ability, independent innovation ability, ability to deal with problems, open up knowledge, and stimulate interest in learning. The difference was statistically significant (P<0.05)). 80.00% of students believe that the teaching method of “student-centered” is superior to traditional teaching in practical skills teaching, and 83.30% of students believe that“student-centered”helps to promote independent learning. The PBL teaching mode has been recognized and supported by students. Conclusion The "student-centered" PBL teaching model is more suitable for
作者
白璐
王永恒
杨梅柳
荆男
BAI Lu;WANG Yong-heng;YANG Hai-liu;JING Nan(College of Ji Tang,North China University of Science and Technology, Tangshan Hebei 063210, China)
出处
《华北理工大学学报（社会科学版）》
2019年第4期110-115,共6页
Journal of North China University of Science and Technology(Social Science Edition)
基金
河北省高等教育教学改革研究与实践项目“医学本科生临床技能课程教学及考核模式变更的探讨”(课题编号:2017GJJG343)研究成果
