摘要
为了满足医学院校生物化学教学国际化的需求,提高医学留学生生物化学教学水平,探讨PBL(problem-based learning)联合LBL(lecture-based learning)双轨教学模式的优越性,我们将本科层次的医学留学生按自然分配班级分为传统LBL教学对照组和PBL联合LBL双轨教学实验组;采用期末考试成绩量化和问卷调查相结合的方式,综合评价PBL联合LBL双轨教学法的教学效果。经统计分析,实验组学生成绩显著高于对照组学生成绩,90%以上的学生认为PBL联合LBL双轨教学模式能激发学习兴趣,提高自身多重能力。结果表明,PBL联合LBL双轨教学模式对医学留学生的生物化学的教学效果明显优于传统LBL教学。
To evaluate the effect of PBL-LBL binding teaching model applied in biochemistry education for medical foreign students, the students were divided into two groups randomly： LBL model group and PBLLBL binding model group. The examination and questionnaires were used to evaluate the teaching effect. Compared to the LBL group, the PBL-LBL binding group achieves higher scores in theory examination. Moreover, the students in the PBL-LBL binding group believed it could motivate their study interests and improve their ability. In conclusion, for medical foreign students, PBL-LBL binding teaching model can improve the teaching quality of medical biochemistry than traditional LBL model.
作者
于立娟
张恒龙
王涛
翟静
YU Lijuan;ZHANG Henglong;WANG Tao;ZHAI Jing(School of Basic Medicine, Taishan Medical University, Tai＇an 271000, China)
出处
《生命的化学》
CAS
CSCD
2018年第2期316-319,共4页
Chemistry of Life
基金
中华医学会医学教育分会和中国高等教育分会医学教育专业委员会2016年医学教育研究立项课题(2016B-LXS019)
2012年医学教育研究立项课题(2012-KC-28)
