摘要
以昆明医科大学临床医学专业两个大班的学生作为研究对象,由同一教师分别实施传统教学结合PBL教学和单纯传统教学,采用自制PBL教学测评表和书面随堂测试作为评价指标,尝试及探讨PBL教学法在临床专科教学中的作用。结果表明:传统教学结合PBL教学法除了在促进医患关系、促进医护关系两个方面与单纯教学法的比较无统计学意义外,在提出问题、思考问题、解决问题、主动学习的能力和促进团结合作、师生交流、临床思维、临床技能以及总体评价9个方面评价明显优于单纯教学法,且学生书面随堂测试成绩明显提高。
Two large-class of undergraduates majored in clinical medicine were selected as the study subjects, and two different pedagogical methods were implemented between the two large- class respectively by the same teacher. Self-made teaching evaluation questionnaire of PBI. peda-gogical method and written classroom tests were used as evaluation criteria. Statistically significant differences are shown in nine out of eleven parameters between the two large-class. Large class supplemented with PBL showed improvements in ability to （1） frame problems, （2） analyze problems, （3） problem solving, （4） active learning, （5） solidarity and cooperation, （6） communication between teachers and students, （7） clinical thinking, （8） clinical skills and （9） global evaluations. No improvements were observed for （1） relationship between physicians and patients acd （2） physicians and nurses. From the results of the written classroom tests, the conventional pedagogical method supplemented with PBL pedagogical method was significantly superior to that of purely conventional pedagogical method.
出处
《云南师范大学学报（自然科学版）》
2013年第3期74-78,共5页
Journal of Yunnan Normal University:Natural Sciences Edition
基金
昆明医科大学教研教改基金资助项目(2011JY11)
关键词
PBL教学法
传统教学法
风湿免疫
临床教学
Problem-Based Learning pedagogics
Traditional pedagogics
Rheumatology and Immunology
Clinical teaching
