摘要
目的分析多媒体联合PBL在中医临床教学中的应用及对学生思维的影响。方法选取2012—2015级学习中医学的90名学生作为研究对象,按照随机数字表法,将所有学生随机分为观察组和对照组,每组45例,对照组学生实施传统的中医临床教学方式,观察组则采用多媒体联合PBL教学。比较两组学生的思维能力变化以及教师对学生学习的满意程度。结果观察组学生的理论知识评分(44.39±4.24)分、思维能力评分(48.83±4.86)分、理论知识+思维能力总评分(88.21±6.62)分,以及风险预防评分(87.75±3.12)分均高于对照组理论知识评分(35.78±3.31)分、思维能力评(34.98±4.26)分、理论知识+思维能力总评分(70.76±7.35)分,以及风险预防评分(74.25±4.36)分(P<0.05,差异有统计学意义);观察组学生的学习兴趣、知识理解与应用能力、协作与沟通能力、临床思维能力以及分析解读问题能力明显提高的人数显著高于对照组学生;观察组教师对学生的学习积极性(95.16±5.15)分、学习态度(93.65±5.32)分的满意度显著高于对照教师对学生的学习积极性(81.65±5.06)分、学习态度(83.92±5.06)分的满意度评分,差异具有统计学意义(P<0.05)。结论在中医临床教学中,采用多媒体联合PBL教学,能促进中医学生对于理论知识、实践技能以及中医思维能力的掌握,并利于师生之间交流,提高学生的学习积极性,端正学生的学习态度,具有较高的临床应用价值。
Objective To analyze the application of multimedia technology combined with PBL teaching in clinical teaching of Chinese Medicine and its influence on students’thinking.Methods 90 students who studied Chinese Medicine from the class of 2012 to 2015 were selected and randomly divided into the observation group and the control group by random number table method,with 45 cases in each group.Traditional clini cal teaching method of Chinese Medicine were adopted in the teaching of the control group,and multimedia technology combined with PBL teaching was used in the teaching of the observation group.Changes of thinking and teachers’satisfaction degree to students’learning of the two groups were compared.Results Students’scores of theoretical knowledge,thinking ability,theoretical knowledge and thinking ability,and risk prevention were(44.39±4.24),(48.83±4.86),(88.21±6.62),and(87.75±3.12),respectively,higher than those of the control group,which were(35.78±3.31),(34.98±4.26),(70.76±7.35),and(74.25±4.36),respectively(P<0.05,and the differences were statistically significant).The number of students with obviously higher learning interest,knowledge comprehension and application ability,cooperation and communication ability,clinical thinking ability and the ability to analyze problems of the observation group was significantly larger than that of the control group.Teachers’satisfaction degree to students’learning initiative(95.16±5.15)and learning attitude(93.65±5.32)of the observation group were significantly higher than those of the control group,which were(81.65±5.06)and(83.92±5.06),and the differences were of statistical significance(P<0.05).Conclusion In the clinical teaching of Chinese Medicine,the use of multimedia technology combined with PBL teaching can promote students’mastery of theoretical knowledge,practical skills and their thinking ability of Chinese Medicine,and is beneficial to the communication between teachers and students.It can improve students’learning enthusiasm,correct t
作者
安鹏
王文方
王亚峰
李流云
张涛
杨海侠
吴喜利
AN Peng;WANG Wenfang;WANG Yafeng;LI Liuyun;ZHANG Tao;YANG Haixia;WU Xili(Department of Chinese Medicine,the Second Affiliated Hospital of Xi’an Jiaotong University,Xi’an 710004,China)
出处
《医学教育研究与实践》
2024年第4期521-525,共5页
Medical Education Research and Practice
关键词
PBL
多媒体
中医临床
思维能力
PBL
multimedia
clinical Chinese Medicine
thinking ability
