摘要
目的通过与传统教学模式和课堂PBL教学模式的比较，探讨基于病理学数字课程平台PBL教学模式对病理学教学效果的影响。方法选择中国医科大学2006级、2007级和2008级七年制临床医学专业1班～4班和五年制临床医学专业1班～4班的学生作为实验组，2006级采用课堂PBL教学模式，2007级和2008级采用基于病理学数字课程平台的PBL教学模式。选择由相同教师授课的2006级、2007级和2008级七年制临床医学专业5班～8班和五年制临床医学专业13班-16班的学生作为对照组，采用传统教学模式。两组不同教学方法教学效果进行比较研究。结果基于病理学数字课程平台PBL教学模式在提高教学效果，提高学生处理实际问题能力，提供学生拓展创新空间三个方面均优于传统教学模式。结论基于病理学数字课程平台PBL教学模式，既满足了个性化教学需要，也通过灵活调整实现了多样化教学的目的。
Objective To explore the teaching effect of pathology for the use of PBL teaching model on digital curriculum platform by comparing with traditional teaching model and PBL teaching model in classroom. Methods Classes 1-4 of five-year system and seven-year system clinical medicine professional undergraduates in 2006 year,2007 year and 2008 year as the experimental group, students of 2006 year apply PBL teaching model in classroom, and students of 2007 year and 2008 year apply PBL teaching model based on digital curriculum platform of pathology to correspond to students in classes 5-8 of seven-year system and classes 13-16 of five-year system in （92 K,93 K and 94 K） 2006 year,2007 year and 2008 year with the same teacher to teach as a control group which used the traditional teaching model was compared. Results The PBL teaching model of pathology on digital curriculum platform improves teaching effectiveness, improves their ability to deal with practical problems, and provides space for students to develop innovative. It was significantly higher than the traditional teaching model. Conclusions The PBL teaching model of pathology on digital curriculum platform is not only to meet the individualized teaching, but also to adapt the diversity of teaching through the flexible adaptation.
出处
《中华医学教育杂志》
2012年第6期890-893,共4页
Chinese Journal of Medical Education
