摘要
目的探讨以案例为基础的教学法(case-based learning, CBL)结合同伴互助教学法(peer-assisted learning, PAL)在基础医学实验心血管教学模块中的教学效果。方法选取2015级临床医学专业五年制本科学生72名为研究对象,随机分为实验组和对照组。对照组采用传统的实验教学方法。实验组学生则选取与临床联系紧密,且手术操作难度较大的5部分心血管实验教学模块作为教学试点项目,采用CBL与PAL相结合的教学模式,然后评价考核成绩和教学效果,比较两组之间的差异。结果实验组学生考核成绩测评明显高于对照组(P < 0.05)。实验组中94.4 %以上的学生认可CBL与PAL相结合的教学模式,认为该教学方法能够提升学生们的学习兴趣和个人能力,有利于心血管系统的理论知识的掌握,并且有94.4%以上的学生希望在以后的实验课中广泛开展CBL与PAL相结合的教学模式。结论 CBL与PAL相结合的教学模式能够激发学生的学习兴趣,更好地发挥主观能动性去拓展医学知识和培养创新思维。
AIM To explore the effects of case-based learning (CBL) combined with peer-assisted learning (PAL) in the cardiovascular teaching module of basic medical experiment classes. METHODS 72 clinical medical undergraduate students were included in the study and they were randomly divided into an experimental group (n = 36) and a control group (n = 36). In the experimental group, students adopted the teaching mode of CBL combined with PAL, while in the control group, students adopted the traditional experimental teaching method. When the course was completed, the effects of teaching mode were evaluated by questionnaire survey and comprehensive score evaluation. RESULTS The average scores of the students in the experimental group were significantly higher than those in the control group (P < 0.05). More than 94.4% of students in the experimental group approved that the teaching mode of CBL combined with PAL improved their interest in learning and enhanced their autonomous learning ability to understand and to master the theoretical knowledge and 94.4% of the students hoped wide application of this teaching mode in future courses. CONCLUSION The teaching mode of CBL combined with PAL is feasible and effective in the cardiovascular teaching module of preclinical medical experiment class.
作者
殷玥
刘曼玲
马恒
Yue YIN;Man-ling LIU;Heng MA(Department of Pathophysiology, School of Basic Medical Sciences, Fourth Military Medical University, Xi'an 710032, Shaanxi,China)
出处
《心脏杂志》
CAS
2019年第4期492-495,共4页
Chinese Heart Journal
基金
第四军医大学教学研究课题资助项目(JG201603)
