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目的:探讨PBL结合CBS教学在临床医学专业免疫学教学中的应用效果。方法:以我校临床医学专业2014级两个班级共82名学生为研究对象,根据回顾性分析原则,依据随机法进行分组,其中选择一个班级为研究组—40名学生,即:实施“PBL联合CBS”教学模式在免疫学教学中;剩余一个班级为对照组-42名学生,即:沿用原有教学模式在免疫学教学中。学期末通过自制的“教学情况调查量表”、以及“理论及实践考核”对两组学生进行考核。结果:研究组对选用教材满意率95.00%,教学内容满意度97.50%,教学形式满意度97.50%;均优于对照组,差异具有统计学意义(P<0.05);经过考核后,研究组学生理论考核评价(41.8±7.5)分,实践能力考核评价(43.3±5.5)分,优于对照组,差异具有统计学意义(P<0.05)。结论:在临床医学专业免疫学教学中引入PBL结合CBS教学模式,可较好的提高学生的自主学习能力,同时亦可教学相长,有益于教师的能力与素养提升。
Objective: To investigate the effect of PBL combined with CBS teaching in clinical medicine immunology teaching. Methods: According to the principle of retrospective analysis, a total of 82 students of two classes of clinical medicine in our school were enrolled. According to the randomized method, one class was chosen as the research group with 40 students, namely: PBL combined with CBS “teaching mode in immunology teaching; the remaining one class for the control group -42 students, namely: follow the original teaching model in immunology teaching. At the end of the semester, self-made ”teaching situation survey “, and ”theory and practice examination " on the two groups of students assessment. Results: The satisfaction rate of the research group was 95.00%, the teaching content satisfaction rate was 97.50%, and the teaching form satisfaction rate was 97.50%; all of them were better than the control group, the difference was statistically significant (P <0.05); after the examination, The theoretical evaluation (41.8 ± 7.5) points, practical ability evaluation (43.3 ± 5.5) points, better than the control group, the difference was statistically significant (P <0.05). Conclusion: Introducing PBL combined with CBS teaching mode in immunology teaching of clinical medicine can improve students ’ability of self-regulated learning. At the same time, they can also benefit from teachers’ ability and literacy.