Objective: to apply scenario simulation training under the guidance of PBL concept to nursing teaching, and to explore the application effect of its practice. Methods: the 72 nursing students of the 2019 class were di...Objective: to apply scenario simulation training under the guidance of PBL concept to nursing teaching, and to explore the application effect of its practice. Methods: the 72 nursing students of the 2019 class were divided into a control group (n=36) and an experimental group (n=36) by using the random grouping method of the digital table, and the control group implemented the traditional teaching mode and the experimental group implemented PBL under the guidance of the concept, the scenario simulation teaching method is compared, and the application effect of the two teaching methods is compared. Results: compared with the control group, the experimental group scored better theory, practice and comprehensive scores, and the learning enthusiasm, subjective initiative, coordination ability, coping ability, active thinking ability and communication ability were also better, P<0.05. Conclusion: compared with the traditional teaching method, and the PBL combined scenario simulation teaching method can more effectively improve the theoretical and skill operation level of nursing intern students, and has high application value.展开更多
目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床...目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。展开更多
随着地理信息系统(Geographic Information System,GIS)产业的快速发展,行业对GIS人才的要求有了新标准,这对高校GIS相关课程的教学也提出了新要求。针对目前GIS工程技术课程教学中存在的各种问题,围绕学生培养目标和毕业要求,构建了基...随着地理信息系统(Geographic Information System,GIS)产业的快速发展,行业对GIS人才的要求有了新标准,这对高校GIS相关课程的教学也提出了新要求。针对目前GIS工程技术课程教学中存在的各种问题,围绕学生培养目标和毕业要求,构建了基于成果导向教育(Outcome Based Education,OBE)理念的教学内容体系,提出了3个层次的项目式教学法,探索基于OBE-PBL的实践教学模式,并采用多元化的全面考核方式,从教学内容、教学体系、实践环节及考核方式等方面对课程进行改革探索。展开更多
QbD,意即质量源于设计(Quality by Design)(以下简称QbD),是业内推崇的系统研究方法论。以问题为中心的"基于问题的学习"(PBL,Problem-Based Learning)(以下简称PBL)教学模式在现代教学中日益得到重视。笔者及课题组成员近几...QbD,意即质量源于设计(Quality by Design)(以下简称QbD),是业内推崇的系统研究方法论。以问题为中心的"基于问题的学习"(PBL,Problem-Based Learning)(以下简称PBL)教学模式在现代教学中日益得到重视。笔者及课题组成员近几年尝试将QbD理念结合PBL教学模式应用在"药物分析HPLC实验"的教学及科研过程中,取得了良好的教学效果。结果表明,QbD理念结合PBL教学模式在教学中的应用有助于提升学生自主学习能力,探究问题能力,以及获取、加工和运用统计信息的能力等各项综合分析能力。展开更多
文摘Objective: to apply scenario simulation training under the guidance of PBL concept to nursing teaching, and to explore the application effect of its practice. Methods: the 72 nursing students of the 2019 class were divided into a control group (n=36) and an experimental group (n=36) by using the random grouping method of the digital table, and the control group implemented the traditional teaching mode and the experimental group implemented PBL under the guidance of the concept, the scenario simulation teaching method is compared, and the application effect of the two teaching methods is compared. Results: compared with the control group, the experimental group scored better theory, practice and comprehensive scores, and the learning enthusiasm, subjective initiative, coordination ability, coping ability, active thinking ability and communication ability were also better, P<0.05. Conclusion: compared with the traditional teaching method, and the PBL combined scenario simulation teaching method can more effectively improve the theoretical and skill operation level of nursing intern students, and has high application value.
文摘目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。
文摘随着地理信息系统(Geographic Information System,GIS)产业的快速发展,行业对GIS人才的要求有了新标准,这对高校GIS相关课程的教学也提出了新要求。针对目前GIS工程技术课程教学中存在的各种问题,围绕学生培养目标和毕业要求,构建了基于成果导向教育(Outcome Based Education,OBE)理念的教学内容体系,提出了3个层次的项目式教学法,探索基于OBE-PBL的实践教学模式,并采用多元化的全面考核方式,从教学内容、教学体系、实践环节及考核方式等方面对课程进行改革探索。
文摘QbD,意即质量源于设计(Quality by Design)(以下简称QbD),是业内推崇的系统研究方法论。以问题为中心的"基于问题的学习"(PBL,Problem-Based Learning)(以下简称PBL)教学模式在现代教学中日益得到重视。笔者及课题组成员近几年尝试将QbD理念结合PBL教学模式应用在"药物分析HPLC实验"的教学及科研过程中,取得了良好的教学效果。结果表明,QbD理念结合PBL教学模式在教学中的应用有助于提升学生自主学习能力,探究问题能力,以及获取、加工和运用统计信息的能力等各项综合分析能力。
