“微PBL”教学模式在生理学实验教学中的初探
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摘要
"以问题为基础"的PBL教学是一种以培养能力为目标的素质教育模式。近年来我们根据生理学实验课教学的特点,将一种"微PBL"教学模式应用于生理学实验教学中。"微PBL"教学模式既具有经典PBL教学模式的全部特点,又有案例精悍、讨论高效、评价全面和涵盖实验操作等自身特点。这种"微PBL"教学模式可以提高学生在实验教学中的学习兴趣,培养学生分析问题和解决问题的能力,增加学生在实验课中的主动性,促进了生理学实验的教学质量和教学效果,是一种能实现以培养能力为目标的有效教学手段。
PBL(Problem-based Learning)teaching is a quality-oriented education model,which aimed on the cultivating ability of student. According to the characteristics of physiology experiment curriculum,we applied a named"Micro-PBL"teaching method to our physiology experiment curriculum in recent years. The "Micro-PBL"teaching method not only contains all the classical characteristics of PBL teaching mode,but also owns its special characteristics on refined cases study,high efficient discussion,comprehensive evaluation and covering experimental operations.We thought the "Micro-PBL"teaching method could not only improve the students' learning interest and initiative in physiology experiment curriculum,but also increase the ability to analyze and resolve problems. It is really a kind of advanced teaching method which can realize the quality education finally.
PBL(Problem-based Learning)teaching is a quality-oriented education model,which aimed on the cultivating ability of student. According to the characteristics of physiology experiment curriculum,we applied a named"Micro-PBL"teaching method to our physiology experiment curriculum in recent years. The "Micro-PBL"teaching method not only contains all the classical characteristics of PBL teaching mode,but also owns its special characteristics on refined cases study,high efficient discussion,comprehensive evaluation and covering experimental operations.We thought the "Micro-PBL"teaching method could not only improve the students' learning interest and initiative in physiology experiment curriculum,but also increase the ability to analyze and resolve problems. It is really a kind of advanced teaching method which can realize the quality education finally.
引文
[1]DOLMANS D H,DE GRAVE W,WOLFHAGEN I H,et al.Problem-based learning:future challenges for educational practice and research[J].Medical Education,2005,39(7):732-741.
[2]MORRISON J.Where now for problem-based learning[J].Lancet,2004,363(9403):174.
[3]AZER S A.Challenges facing PBL tutors:12 tips for successful group facilitation[J].Medical Teacher,2005,27(8):676-681.
[4]N NEVILLE A J.Problem-based learning and medical education forty years on[J].Medical Principles and Practice,2009,18(1):1-9.
[5]KOH C,KHOO H E,WONG M L,et al.The effects of problem-based learning during medical school on physician competency:a systematic review[J].Canadian Medical Association Journal,2008,178(1):34-41.
[6]赛米.问题导向学习(PBL)指南[M].王维民,等译.北京:北京大学医学出版社,2012.
[7]BARROWS H.A problem-based learning;A total approach to education[M].New York:Illinois University Press,1993:10-11.
[8]李彦霖,刘持.PBL教学法在临床本科生基础医学教学中的应用[J].高校医学教学研究(电子版),2015,5(4):41-43.
[9]董战玲,胡爱华,梁平,等.生理学融入基础医学整合课程教学模式的实践与总结[J].高校医学教学研究(电子版),2017,7(3):45-49.
[10]蒋丽丽.PBL教学法在病理生理学中的改良应用-以应用为目的的因材施教[J].高校医学教学研究(电子版),2012,2(4):29-31.
[11]闫彦,刘国艺,温海霞,等.多元化教学模式在生理学大班授课中的实践探索[J].高校医学教学研究(电子版),2018,8(3):29-32.
[12]HUSAIN A.Problem-based learning:a current model of education[J].Oman Medical Journal,2011,26(4):295.
[13]TOWNSEND G.Problem-based learning interventions in a traditional curriculum are an effective learning tool[J].Evidence-Based Dentistry,2011,12(4):115-116.
[14]HOLMES D B,KAUFMAN D M.Tutoring in problembased learning:a teacher development process[J].Medical Education,1994,128(4):275-283.
[15]ASLAMI M K,SULEMAN A H T,SHAH O A.Problembased learning as an efficient teaching modality:improvements proposed by UK medical students[J].Advances in Medical Education and Practice,2018(9):657-660.
[16]EDGREN G,HAFFLING A C,JAKOBSSON U,et al.Comparing the education environment(as measured by DREEM)at two different stages of curriculum reform[J].Medical Teacher,2010,32(6):233-238.
[17]ZAINI R.The use of DREEM as curriculum need analysis tool[J].Medical Teacher,2005,27(4):385.
[18]MILES S,SWIFT L,LEINSTER S J.The Dundee Ready Education Environment Measure(DREEM):a review of its adoption and use[J].Medical Teacher,2012,34(9):620-634.
[19]FAROOQ S,REHMAN R,HUSSAIN M,et al.Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool[J].Nurse Education Today,2018,69:74-80.
[20]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理,2004,39(9):644-647.
[2]MORRISON J.Where now for problem-based learning[J].Lancet,2004,363(9403):174.
[3]AZER S A.Challenges facing PBL tutors:12 tips for successful group facilitation[J].Medical Teacher,2005,27(8):676-681.
[4]N NEVILLE A J.Problem-based learning and medical education forty years on[J].Medical Principles and Practice,2009,18(1):1-9.
[5]KOH C,KHOO H E,WONG M L,et al.The effects of problem-based learning during medical school on physician competency:a systematic review[J].Canadian Medical Association Journal,2008,178(1):34-41.
[6]赛米.问题导向学习(PBL)指南[M].王维民,等译.北京:北京大学医学出版社,2012.
[7]BARROWS H.A problem-based learning;A total approach to education[M].New York:Illinois University Press,1993:10-11.
[8]李彦霖,刘持.PBL教学法在临床本科生基础医学教学中的应用[J].高校医学教学研究(电子版),2015,5(4):41-43.
[9]董战玲,胡爱华,梁平,等.生理学融入基础医学整合课程教学模式的实践与总结[J].高校医学教学研究(电子版),2017,7(3):45-49.
[10]蒋丽丽.PBL教学法在病理生理学中的改良应用-以应用为目的的因材施教[J].高校医学教学研究(电子版),2012,2(4):29-31.
[11]闫彦,刘国艺,温海霞,等.多元化教学模式在生理学大班授课中的实践探索[J].高校医学教学研究(电子版),2018,8(3):29-32.
[12]HUSAIN A.Problem-based learning:a current model of education[J].Oman Medical Journal,2011,26(4):295.
[13]TOWNSEND G.Problem-based learning interventions in a traditional curriculum are an effective learning tool[J].Evidence-Based Dentistry,2011,12(4):115-116.
[14]HOLMES D B,KAUFMAN D M.Tutoring in problembased learning:a teacher development process[J].Medical Education,1994,128(4):275-283.
[15]ASLAMI M K,SULEMAN A H T,SHAH O A.Problembased learning as an efficient teaching modality:improvements proposed by UK medical students[J].Advances in Medical Education and Practice,2018(9):657-660.
[16]EDGREN G,HAFFLING A C,JAKOBSSON U,et al.Comparing the education environment(as measured by DREEM)at two different stages of curriculum reform[J].Medical Teacher,2010,32(6):233-238.
[17]ZAINI R.The use of DREEM as curriculum need analysis tool[J].Medical Teacher,2005,27(4):385.
[18]MILES S,SWIFT L,LEINSTER S J.The Dundee Ready Education Environment Measure(DREEM):a review of its adoption and use[J].Medical Teacher,2012,34(9):620-634.
[19]FAROOQ S,REHMAN R,HUSSAIN M,et al.Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool[J].Nurse Education Today,2018,69:74-80.
[20]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理,2004,39(9):644-647.
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