摘要
目的探索同一门课程中不同的教学内容所适合的教学方法是否相同。方法选取在中国医科大学附属第一医院心内科学习的2003级七年制临床医学专业114名学生作为研究对象，以其中56名学生组成实验组，采用以问题为基础学习（problem-based learning，PBL）教学方法；其余58名学生组成对照组，采用传统的以授课为基础学习教学方法（lecture-based learning，LBL）。将期末考试试题按照心脏内科学疾病种类进行划分，分别统计PBL组和LBL组学生的得分情况并进行对比分析，数据采用SPSS13.0统计学软件进行处理。结果对于内容涉及冠心病、心力衰竭、高血压病的考题，PBL组学生的考试成绩明显优于LBL组学生，差异具有统计学意义；而对于心律失常相关试题的成绩，PBL组学生的考试成绩则明显低于LBL组学生，差异具有统计学意义。结论同一门课程中不同的教学内容所适合的教学方法不同，应当将PBL与LBL教学方法结合应用以获得更好的教学效果。
Objective To explore whether the optimal teaching formats for different types of disease in cardiology teaching are the same. Methods 56 students were selected as the experimental subjects from the seven-year medical program of year 2003, China Medical University to form the experimental group, and 58 students were assigned as controls. The students in the experimental group were given the cardiology teaching through the problem-based learning （PBL） approach, while the control group was offered the conventional lecture-based learning （LBL） method. All the questions related to the knowledge of cardiology in the final examination of that semester were classified according to the different types of disease they referred to. The scores of those questions obtained by the PBL and LBL groups respectively were obtained and analyzed using the SPSS 13.0 software. Results The scores obtained by the PBL group were higher than those of the LBL group on the questions relevant to coronary heart disease, heart failure and hypertension disease; as for the questions referred to cardiac arrhythmia, the LBL group, obtained .higher scores than did the PBL group. Conclusions The optimal teaching models for different types of disease in one course arc not the same. Thus, we should put the combined formats of PBL and LBL into course teaching by means of which to get better teaching effect.
出处
《中华医学教育杂志》
2009年第5期78-80,共3页
Chinese Journal of Medical Education
