摘要
目的:评估基于问题的教学模式(Problem-based learning,PBL)在皮肤美容学教学中的应用效果,以期提高皮肤美容学的教学质量。方法:选取厦门医学院2016级医学美容技术专业63名学生作为研究对象,采用随机数字表法随机分为观察组和对照组。其中,观察组32名采用PBL教学方法,对照组31名采用传统教学方法。以《皮肤类型的鉴别及护理》单元作为授课内容,在每周3学时共3周的课程结束后,采用双向考核模式对学生和教师进行考核。结果:在理论小测、方案制定及护理操作方面观察组学生成绩显著优于对照组,差异有统计学意义(P<0.01)。观察组学生对教师的教学能力、教学态度及教学满意度方面评价显著高于对照组,差异有统计学意义(P<0.01)。问卷调查结果中,在帮助知识理解、提高积极性、敢于提出问题、勇于分享观点、提高查阅文献能力及信赖处理顾客能力等方面观察组学生的评分显著优于对照组,差异有统计学意义(P<0.01);在建立正确认知及明确责任和义务方面两组比较差异不具有统计学意义(P>0.05)。结论:基于问题的教学模式(PBL)在皮肤美容学的医学教育中效果显著,可以在其它课程中推广使用。
Objective In order to improve the teaching quality of skin cosmetology, it’s necessary to evaluate the application effect of problem-based teaching model (PBL) in the teaching of skin cosmetology. Methods 63 students from Xiamen Medical College who majored in medical cosmetic technology were chosen as the research objects. They were randomly allocated to observation group and control group by random number table method. For the two different groups, 32 students in the observation group followed the PBL teaching method to study, and the other 31 students in the control group still taught by the traditional teaching method. Some chapters of "Identification of Skin Type and Nursing Plan" was used as the teaching materials of the lecture. After three weeks which cotained three hours per week, the students and teachers were assessed by the two-way assessment mode. Results In terms of theoretical quizzes, program formulation and nursing operation, the students in the observation group scored significantly better than those in the control group, the differences were statistically significant(P <0.01). The observation group students'evaluation of teachers' teaching ability, teaching attitude and teaching satisfaction was significantly higher than that of the control group, and the difference was statistically significant(P <0.01). For the results of questionnaire, the scores of observation group were also better than the control group in the ability of understanding knowledge, asking questions, sharing opinions, ability to find the useful literatures and the ability to deal with different problems from the customers(P <0.01). But there was no significant difference between the two groups in establishing correct cognition and defining responsibilities and obligations(P >0.05). Conclusion The problem-based teaching model (PBL) could be effective in the medical teaching of skin cosmetology and it could also be used in other relevant courses.
作者
徐艺丹
韩银淑
XU Yi-dan;HAN Yin-shu(Office of Medical Cosmetology,Department of Medical Technology,Xiamen Medical College,Xiamen 361023,Fujian,China)
出处
《中国美容医学》
CAS
2019年第7期141-143,共3页
Chinese Journal of Aesthetic Medicine
基金
厦门市教育科学“十三五”规划2018年度课题(课题编号:1827,课题名称:PBL模型在皮肤美容学中的构建与应用研究)
关键词
皮肤美容学
基于问题的教学模式
教学效果
学习效能
问卷调查
skin cosmetology
problem-based learning(PBL)
teaching effect
learning efficiency
questionnaire survey
