摘要
目的:探讨基于网络的以问题为导向(web-based and problem-based learning,WPBL)的教学法嵌合以授课为基础(lecture-based learning,LBL)的教学法在心血管内科临床教学中的应用效果。方法:以2018年1月-2018年5月在某三甲医院心血管内科实习的90名学生作为研究对象,将其随机分为3组,每组30人。教学过程中分别对3组学生采用LBL教学模式、以问题为导向的教学(problem-based learning,PBL)模式和WPBL嵌合LBL模式。结果:实习教学结束后,接受WPBL模式嵌合LBL教学组学生的总成绩及各项考核成绩均比LBL教学组、PBL教学组高,3组间差异具有统计学意义(P<0.05);接受WPBL模式嵌合LBL教学的学生在批判性思维能力总分及开放思想、分析能力、认知成熟度等维度的得分均高于LBL教学模式组和PBL教学模式组,3组间差异有统计学意义(P<0.05);3组实习生对教学形式和教学效果满意度的比较,WPBL模式嵌合LBL教学组最高,且3组间差异具有统计学意义(P<0.05)。结论:WPBL模式嵌合LBL教学模式不仅能提高学生对知识的掌握程度,增强批判性思维能力,还能提高学生对临床教师的教学效果满意度。
Objective To explore the application of web-based and problem-based learning(WPBL)combined with lecture-based learning(LBL)in clinical teaching of cardiovascular medicine.Methods A total of 90 students who took an internship in the department of cardiovascular medicine of a hospital from January 2018 to May 2018 were randomly divided into 3 groups,30 students in each group.In the teaching process,the three groups of students adopted the LBL teaching model,the problem-oriented teaching(problem-basic learning,PBL)model and the WPBL chimeric LBL model respectively.Results After the completion of the internship teaching,the total score and all the examination scores of the students who accepted the WPBL chimeric LBL teaching model were higher than those of the LBL teaching group and the PBL teaching group.The difference between the three groups was statistically significant(P<0.05).The students who received WPBL chimeric LBL model had higher scores in critical thinking ability,open thinking,analytical ability,cognitive maturity and other dimensions than the LBL group and the PBL group,and the difference among the three groups was statistically significant(P<0.05).Compared with the satisfaction degree of the three groups,WPBL chimeric LBL teaching model group was the highest,and the difference among the three groups was statistically significant(P<0.05).Conclusion The integration of WPBL model with LBL teaching model can not only improve students'mastery of knowledge and enhance their critical thinking ability,but also improve students'satisfaction with the teaching effect of clinical teachers.
作者
陈继舜
邬闻文
方翔
杜开慧
陈孝强
李东锋
周心涛
闵新文
CHEN Ji-shun;WU Wen-wen;FANG Xiang;DU Kai-hui;CHEN Xiao-qiang;LI Dong-feng;ZHOU Xin-tao;MIN Xin-wen(Department of Cardiovascular Medicine,Dongfeng Hospital,Shiyan,Hubei 442008,China;School of Public Health and Management,Hubei University of Medicine,Shiyan,Hubei 442008,China)
出处
《湖北医药学院学报》
CAS
2020年第2期199-204,共6页
Journal of Hubei University of Medicine
基金
湖北省教育科学规划项目(2018GB037)。
关键词
网络
PBL教学法
LBL教学法
心血管内科
临床教学
Web-based
Problem based-learning
Lecture based-learning
Cardiovascular medicine
Clinical teaching
