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目的:研究在病理学教学中联合应用PBL(problem based learning)与CBL(case based learning)教学法的效果,为护理学专业病理教学改革和教学质量提升提供参考依据。方法:根据随机原则,抽取我校2014级高职护理专业2个班,学生共162例,将其平均分为试验组和对照组,每组学生人数都为81例。对试验组的学生,联合应用PBL教学法和CBL教学法进行教学,对照组学生仍采用传统教学法。两组学生在同样时间,分别完成病理学教学任务。在完成学期授课之后,两组学生均同时参加期末考试,对比分析两组学生的成绩、授课满意度及授课教师评优率。结果:试验组与对照组相比,比较结果差异非常显著,经检验具有统计学意义(P<0.05)。结论:在病理学教学中,应用PBL与CBL教学法,可以提高教学效率与质量,其效果优于传统教学法,对提高护理专业学生医学综合素质具有极大裨益。
OBJECTIVE: To study the effect of combining PBL (case based learning) and PBL (pedophilic learning) in pathology teaching, and to provide a reference for the pedagogical pathology teaching reform and teaching quality improvement. Methods: According to the principle of randomness, we took 2 classes of 2014 vocational nursing specialty in our school, 162 students in total. They were equally divided into experimental group and control group, with 81 students in each group. The students in the experimental group, combined with PBL teaching method and CBL teaching method teaching, the control group of students still use the traditional teaching method. Two groups of students at the same time, completed pathology teaching tasks. After the completion of the semester, both groups of students also participated in the final exam, comparative analysis of the two groups of students’ scores, teaching satisfaction and teacher evaluation rate. Results: Compared with the control group, the difference between the two groups was significant and statistically significant (P <0.05). Conclusion: In the teaching of pathology, using PBL and CBL teaching method can improve the teaching efficiency and quality, and its effect is better than the traditional teaching method. It is of great benefit to improve the comprehensive quality of nursing students.