摘要
目的探讨PBL模式在实验诊断学教学中的应用。方法将80名5年制临床医学本科学生分为两组,对照组40名,采用传统讲授法进行实验诊断学教学;实验组40名,采用PBL模式进行教学。比较两组学生所学知识的掌握情况,调查学生对两种实验诊断学教学法的评价。结果实验组学生所学知识的掌握情况优于对照组,对PBL教学法的满意度评价较高。结论PBL教学法提高了学生学习的主动性、积极性、自学能力和综合素质,使教与学双方得到了良好的互动,提高了教学质量。
Objective To investigate the application of PBL teaching mode in laboratory diagnosis teaching. Methods 80 clinical medicine undergraduate students were divided into two groups. Tradition lecture was conducted to control group in laboratory diagnosis teaching,while PBL teaching mode PBL teaching mode was carried out to experiment group,and then the mastery of knowledge and appreciation on these two teaching modes was compared. Results The students in the experiment group mastered knowledge better than those in the control group,and the gratification of appreciation on PBL teaching mode was higher than that on the control group. Conclusion The aetiveness,energetieity,ability of self-study and combination diathesis of the students were improved through PBL teaching. There was good mutual communication between teacher and students and the teaching quality was improved.
出处
《医学教育探索》
2009年第9期1127-1129,共3页
Researches in Medical Education
基金
国家自然科学基金(30671840
30772017
30770997)
上海科委基金(08QH14001)
关键词
以问题为基础的学习
教学法
综合素质
Problem-based learning
Teaehing appreciation
Comprehension quality
