四种教学方法在呼吸内科临床见习教学中的联合应用
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摘要
目的:将LBL+PBL+CBL+TBL四种就教学法柔和在一起进行教学,并将这种教学法引入呼吸内科临床见习教学中,与采用传统的以授课为基础的(LBL)教学法的学生比较,探讨使用联合教学法的可行性及有效性.方法:选取新疆医科大学第二附属医院呼吸内科进行临床见习的60位2012级预防医学系本科学生为研究对象,随机均分为为对照组(n=30)和实验组(n=30),对照组采用LBL教学法,实验组实施联合(LBL+PBL+CBL+TBL)教学法.两组学生在4周见习结束后进行理论考试进行对比,同时采用自行设计的问卷对实验组学生进行问卷调查以评价教学的主观效果.结果:从理论考试成绩来看,实验组学生病例分析能力明显优于对照组,差异有统计学意义(P<0.05),问卷调查结果显示学生们对联合教学法有较大兴趣,大部分学生认同此教学法.结论:采用联合教学法的学生分析能力强、满意程度高、学习主动性强、综合能力普遍提高;联合教学模式可以提高呼吸系统疾病见习课教学质量.
AIM: To compare the combined application of four teaching method( LBL,PBL,CBL and TBL) and the traditional teaching method which based on the LBL in respiratory medicine clinical probation teaching, and investigate the feasibility and effectiveness of this combined teaching method. METHODS: 60 Preventive Medicine students from Xinjiang Medical University were selected as research object in this clinical practice,who were divided into two groups. The control group were given the LBL teaching method, while the experimental group received the combined teaching method. Students from two groups attended the theory test after the end of clinical practice in 4 weeks. Meanwhile,the self-designed questionnaire were used for students of experimental group to evaluate the subjective effect of teaching method. RESULTS: According to the grades of theory test,students of experimental group had better ability in case analysis than students of control group( P < 0. 05). In addition,the questionnaire results showed that students were more interested in the combined teaching method,and most students acknowledged this teaching method. CONCLUSION: Students using combined teaching method had better analytical ability, satisfaction and learning initiative, and the comprehensive abilities of most students were improved. Therefore,the combined teaching method can improve the quality of teaching in clinical practice of respiratory system disease.
AIM: To compare the combined application of four teaching method( LBL,PBL,CBL and TBL) and the traditional teaching method which based on the LBL in respiratory medicine clinical probation teaching, and investigate the feasibility and effectiveness of this combined teaching method. METHODS: 60 Preventive Medicine students from Xinjiang Medical University were selected as research object in this clinical practice,who were divided into two groups. The control group were given the LBL teaching method, while the experimental group received the combined teaching method. Students from two groups attended the theory test after the end of clinical practice in 4 weeks. Meanwhile,the self-designed questionnaire were used for students of experimental group to evaluate the subjective effect of teaching method. RESULTS: According to the grades of theory test,students of experimental group had better ability in case analysis than students of control group( P < 0. 05). In addition,the questionnaire results showed that students were more interested in the combined teaching method,and most students acknowledged this teaching method. CONCLUSION: Students using combined teaching method had better analytical ability, satisfaction and learning initiative, and the comprehensive abilities of most students were improved. Therefore,the combined teaching method can improve the quality of teaching in clinical practice of respiratory system disease.
引文
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[2]王萍,王宇朋,陈晖,等.浅谈循环系统临床见习带教方法[J].临床和实验医学杂志,2013,12(2):159,封三.
[3]马如梦,马进,涂艳阳,等.医学本科生特色性PBL临床教学新模式探索[J].转化医学电子杂志,2015,2(10):167-168.
[4]于述伟,王玉孝.LBL、PBL、TBL教学法在医学教学中的综合应用[J].中国高等医学教育,2011(5):100-102.
[5]姚玲玲,覃骏,张宏考.CBI、TBL结合LBL教学法在心内科临床见习中的实践与探索[J].医学研究杂志,2014,43(6):179-181.
[6]靳瑾,张国伟.PBL+LBL教学模式在妇产科八年制临床见习中的应用[J].基础医学教育,2011,13(2):185-187.
[7]薛乾富,罗章琴,肖悦,等.PBL教学法在血液内科临床见习中的应用[J].医学前沿,2013(12):49-50.
[8]耿玉荣,李龙斌,古丽松,等.PBL教学法在神经内科见习中的应用研究[J].中国民族民间医药,2012,21(15):23-24.
[9]姚玲玲,覃骏.CBI联合TBL在心内科临床见习教学中的应用[J].中国高等医学教育,2014(12):95-96.
[10]许雪青,王燕,王艳艳,等.构建病案导入式教学法的新型医学遗传学课堂教学模式[J].中国高等医学教育,2010(6):8-10.
[11]Michaelsen LK,Bauman KA,Fink LD.Team-based learning:a transformative use of small groups in co1lege teaching[M].Sterling(VA)stylus Publishing,2002:1-287.
[12]穆攀伟,王庭槐,曾龙驿,等.在医学教育中引入以团队为基础的教学模式[J].中国高等医学教育,2011(1):55-56.