摘要
目的:获得LBL教学模式在《医学统计学》教学中的效果,提出必要性的整改意见和切实可行的措施。方法:方便整群抽取2008级临床医学、医学影像学及2009级护理学等专业360名学生作为研究对象,待课程结束后1周内对所授学生进行教学效果问卷调查。结果:60.1%的学生主要为应付考试;LBL教学模式仅激发33.3%学生学习兴趣,且3组差异无统计学意义,P>0.05;35.1%的学生能建立医学统计学的思维方式,且仅有21.3%的学生认为应用所学知识解决专业实际问题的能力得到提高(P<0.05)。结论:LBL教学模式存在一定的局限性。多媒体与板书相结合的理论教学模式,以具体问题为中心展开交流与讨论,是学生所期望的,能够最大限度调动学生积极性和主动性,从而获取知识,发展解决实际问题的能力。
Objective：To indicate the limitations of applying lecture-based learning（LBL） instruction to course of medical statistics for necessary teaching reform and workable measures in this curriculum.Methods：By convenience cluster sampling,360 undergraduates enrolled in 2008 and 2009,majoring in clinical medicine,medical image and nursing,respectively,were recruited,and all candidates were surveyed in one week of the curriculum closure by questionnaire for the effectiveness.Results：60.1% of the students simply cared about examinations,and class teaching by LBL model only motivated 33.3% students to learn,which suggested no statistical difference in the three groups（P0.05）.Although 35.1% candidates thought that they were cultivated with the ideation of medical statistics,only 21.3% supposed that they were qualified for the practical problem solution by what they had learned（P0.05）.Conclusion：Teaching mode by LBL has its defects.What the students expected are problem-based class activities with interactive learning assisted with multimedia and chalkboard presentation,which will ultimately and interestingly motivate them to learn,cultivate their thinking and develop their ability to solve real problems through theory learning.
出处
《皖南医学院学报》
CAS
2012年第2期168-170,共3页
Journal of Wannan Medical College
基金
安徽省教育厅教学研究项目(20100612
2008jyxm529)
院教学研究重点项目(2010jyxm03
WJ0909)
关键词
医学统计学
LBL教学法
教学改革
medical statistics
lecture-based learning
teaching reform
