摘要
目的探讨PBL联合CBL教学法在科学实验教学中的应用成效。方法选取新疆医科大学第一附属医院临床医学研究院2020年2—7月的2班医学生共84名作为研究对象,根据不同科学实验教学方法将其分成传统教学组(42名)与联合教学组(42名),传统教学组应用传统教学法,联合教学组应用PBL联合CBL教学法,对比两组医学生的考核成绩、学习效果、个人综合能力、职业抱负与职场正念评分、教学质量以及教学满意度。结果联合教学组医学生理论知识、实验操作的考核成绩均高于传统教学组,差异有统计学意义(P<0.05);联合教学组医学生学习兴趣、自主学习、实践操作、团队协作、资料查阅、临床思维的评分均高于传统教学组,差异有统计学意义(P<0.05);联合教学组医学生自学、交流、表达、理解、解决问题的能力评分均高于传统教学组,差异有统计学意义(P<0.05);联合教学组医学生教学后的职业抱负与职场正念评分均高于传统教学组,差异有统计学意义(P<0.05);联合教学组态度、内容、方法、效果的评分均高于传统教学组,差异有统计学意义(P<0.05);联合教学组医学生的教学满意度高于传统教学组,差异有统计学意义(P<0.05)。结论PBL联合CBL教学法在科学实验教学中的应用成效较好,能够明显提高医学生的考核成绩、学习效果、个人综合能力、职业抱负与职场正念,教学质量较传统教学模式显著提升,医学生对教学法的满意度高。
Objective To explore the effectiveness of the application of PBL combined with CBL teaching method in science laboratory teaching.Methods A total of 84 medical students in class 2 of the Institute of Clinical Medicine,the First Affiliated Hospital of Xinjiang Medical University from February to July 2020 were selected as the study subjects.They were divided into traditional teaching group(42 students)and co-teaching group(42 students)according to different scientific laboratory teaching methods,and the traditional teaching group applied traditional teaching method and the co-teaching group applied PBL combined with CBL teaching method.The medical students'assessment scores,learning outcomes,personal general ability,career ambition and career positive thinking score,teaching quality and teaching satisfaction were compared between the two groups.Results The assessment scores of theoretical knowledge and laboratory operation of the medical students in the co-teaching group were higher than those in the traditional teaching group,the difference was statistically significant(P<0.05);the scores of interest in learning,independent learning,practical operation,teamwork,data review,and clinical thinking of the medical students in the co teaching group were higher than those in the traditional teaching group,the difference was statistically significant(P<0.05);the scores of self-learning,communication,expression,understanding,and problem solving of the medical students in the co-teaching group were higher than those in the traditional teaching group,the difference was statistically significant(P<0.05);the scores of career ambition and positive thinking after teaching were higher in the co-teaching group than in the traditional teaching group,the difference was statistically significant(P<0.05);the scores of attitude,content,method and effectiveness in the co-teaching group were higher than in the traditional teaching group,the difference was statistically significant(P<0.05);the satisfaction of teaching in the co-teaching group was higher than that in the traditional teaching group,the difference was statistically significant(P<0.05).Conclusion The application of PBL combined with CBL teaching method in science laboratory teaching is effective and can significantly improve medical students'assessment scores,learning effects,personal comprehensive ability,career aspirations and positive thoughts in the workplace,and the teaching quality is significantly improved compared with the traditional teaching mode,and medical students'satisfaction with the teaching method is high.
作者
毕晓娟
杨宁
吕国栋
郭晨明
BI Xiaojuan;YANG Ning;LYU Guodong;GUO Chenming(Institute of Clinical Medicine,the First Affiliated Hospital of Xinjiang Medical University,Urumqi,Xinjiang Uygur Autonomous Region,830000 China;Department of Breast Surgery,Center for Digestive and Vascular Surgery,the First Affiliated Hospital of Xinjiang Medical University,Urumqi,Xinjiang Uygur Autonomous Region,830000 China)
出处
《中国卫生产业》
2023年第2期9-13,共5页
China Health Industry
基金
省部共建中亚高发病成因与防治国家重点实验室,新疆医科大学教改课题(YG2021028)。
