摘要
目的:通过对PBL和Sandwich教学法在心血管试验班教学中的教学效果的研究,探讨PBL和Sandwich教学法在心血管专业教学方面的各自优势及其不足。方法:选取43名临床医学专业进入2013年心血管试验班的学生,采用PBL或Sandwich教学法,课后给学生发放调查问卷,使用SPSS软件进行统计学分析;以数字等级评分法评估学生对不同教学法的感受度。结果:多数学生认可PBL和Sandwich教学法,对前者的满意度更高,在学生参与度、团结协作、课堂气氛、学习兴趣、临床思维能力和实践能力的提高方面较后者更有优势,但差异无显著意义。结论:两者统计学上差异无显著意义,是否与观察例数偏少或讲授课程等因素有关,值得进一步探讨;注意把握PBL和Sandwich教学法各自的优势,结合实际选择不同的教学方法。
Objective：To investigate the application of PBL and Sandwich teaching mode and understand their advantages and deficiency in teaching of the experimental class.Methods：Forty-three students of clinical medicine specialty were selected as teaching objects.Internal Medicine of cardiovascular disease were taught by PBL mode or Sandwich mode.Effect was evaluated by questionnaire survey after class.Chi square was employed to do statistical analysis,with P 〈0.05 being statistical differences.Numerical rating scale method was used to investigating the degree of satisfaction with different teaching mode.Results：PBL and sandwich mode had unique advantages in improving the teaching effect,stimulating learners’initiative and promoting teaching.PBL was superior to Sandwich mode,however,there was no significant difference between the two mode.Conclusion：Be sure to pay attention to the advantages of PBL and Sandwich teaching method respec-tively.According to the actual situation,different teaching mode should be applied to improve teaching and students＆#39;autonomous learning ability.
出处
《数理医药学杂志》
2015年第6期941-943,共3页
Journal of Mathematical Medicine
基金
湖北省高等学校省级教学研究项目(编号2010174)
