摘要
目的探究临床生物化学检验教学中开展问题式教学(PBL)联合案例教学法应用效果。方法随机抽取我校2016年1月—2016年12月期间入校40例临床生物化学检验学生作为对照组,采取传统讲授式教学,另选取2017年1月—2017年12月期间入校40例临床生物化学检验学生作为观察组,采取PBL联合案例教学法,比较两组教学效果。结果观察组基础知识、专业知识评分低于对照组,两组差异具有统计学意义(P <0.05),观察组表达能力、应变能力、逻辑思维能力、自学能力及自信心评分高于对照组,两组差异具有统计学意义(P<0.05),观察组教学满意度为97.50%,高于对照组77.50%,两组差异具有统计学意义(P <0.05)。结论临床生物化学检验教学中,开展PBL联合案例教学法,可提高学生学习兴趣,整体学习成绩提高。
Objective To study the application effect of PBL(problembased learning)plus case-based learning during the teaching process of clinical biochemistry and laboratory.Methods 40 clinical biochemistry and laboratory major students of receiving the conventional teaching modes from January 2016 to December 2016 were selected(control group);40 clinical biochemistry and laboratory major students of receiving PBL and case-based learning from January 2017 to December 2017 were selected(observation group).The teaching effect was probed.Results The examination scores of basic knowledge and profession knowledge in the observation group were higher than control group(P<0.05);the scores of expressing ability,coping ability,logical thinking ability,self-learning ability and self confidence in the observation group were higher than control group(P<0.05);the teaching satisfaction in the observation group(97.50%)was higher than control group(77.50%)(P<0.05).Conclusion The combination of PBL and case-based learning can arouse the student’s learning interests and increase their overall academic performances.
作者
刘艳辉
孙皓天
LIU Yanhui;SUN Haotian(Laboratory Department,First Affiliated Hospital,Jinzhou Medical University,Jinzhou Liaoning 121000,China;Ultrasound Department,Jinzhou Maternal and Infant Hospital,Jinzhou Liaoning 121000,China)
出处
《中国继续医学教育》
2020年第20期33-35,共3页
China Continuing Medical Education
关键词
问题式教学
案例教学法
临床生物化学检验
教学
效果
专业知识
problem-based teaching
case-based teaching method
clinical biochemistry testing
teaching
effect
professional knowledge
