摘要
目的观察以问题教学为基础的教学法(PBL)联合以循证医学为基础(EBL)的教学法在医学生教学中的效果。方法在56名5年制医学生中实施PBL联合EBL的教学方法。教学内容由精讲大课结合自主查阅、分组教学及自学加辅导三个部分组成。以问卷调查作为教学效果的评估。并与45名接受传统讲授教学法的医学生理论考试成绩进行比较。结果实施PBL联合EBL的教学方法后,56名医学生中100%的学生对教学方法感到满意,其中96.0%(54/56)的同学认为学习积极性较前有所提高;91.0%(51/56)的同学感到所讲授的知识容易被接受;92.0%(52/56)的同学感到所讲授的知识能够被掌握。94.0%(53/56)的学生泌尿外科理论考试超过85分。与传统教学方法相比,差异具有统计学意义(94.0%vs.75.6%,χ2=7.613,P=0.006)。结论 PBL联合EBL教学法能够明显提高医学生学习的主动性和积极性,并获得满意的教学效果。
Objective This study aimed to evaluate the effectiveness of a teaching strategy on urology based on problem-based learning and evidence-based learning in medical undergraduates. Methods A total of 56 clinical medicine students were recruited in this study. The combined teaching method was applied in emergency clinical teaching. After the end of the teaching, the teaching effectiveness survey and theory test of the combined teaching group was performed, and the theory test scores were compared with the 45 traditional teaching group. Results100% of students thought this new teaching method had good application value in clinical teaching. 96.0%（54/56） of the students think learning enthusiasm improved than before; 91.0%（51/56） of the students feel easy to accept the knowledge; 92.0%（52/56） of the students feel the teaching of knowledge can be mastered. 94.0%（53/56） of the students＇ theory of urology examination more than 85 points. Furthermore, the excellent rate of the theory test scores combined teaching group was better than traditional teaching group（94.0% vs. 75.6%,χ^2=7.613,P=0.006）.Conclusions The PBL joint EBL teaching can overcome disadvantages of traditional teaching and provide higher interest, ability of self-study as well as higher teaching quality of the medical students.
出处
《中国病案》
2015年第4期80-82,共3页
Chinese Medical Record
关键词
PBL
EBL
泌尿外科
教学
Problem-Based Learning
Evidence-based learning
Urology
Teaching
