中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2011年
1期
105-107
,共3页
路小光%康新%王小周%杨亮%董云%蒋志宏%刘莉%范治伟%白黎智%张新莉%刚丽
路小光%康新%王小週%楊亮%董雲%蔣誌宏%劉莉%範治偉%白黎智%張新莉%剛麗
로소광%강신%왕소주%양량%동운%장지굉%류리%범치위%백려지%장신리%강려
以问题为基础学习%计算机模拟教学%以授课为基础学习%急诊医学%比较
以問題為基礎學習%計算機模擬教學%以授課為基礎學習%急診醫學%比較
이문제위기출학습%계산궤모의교학%이수과위기출학습%급진의학%비교
Problem-based Learning%Intelligent simulation teaching%Lecture-based learning%Emergency medicine%Comparation
目的 比较以问题为基础学习(problem-based learning,PBL)结合智能化计算机模拟教学与传统的以授课为基础学习(lecture-based learning,LBL)两种教学方法在急诊医学教学中的应用效果.方法 以大连大学医学院2006级五年制临床医学专业1班和2班49名学生为研究对象,1班25名学生为对照组,2班24名学生为实验组.两组学生在年龄、性别、基础文化程度、专业知识掌握等方面差异无统计学意义.针对心肺脑复苏章节的急诊教学,对照组采用LBL教学方法;实验组采用PBL结合智能化计算机模拟教学方法.教学结束后,采用问卷调查、理论及操作技能考核等主客观评价方法共同评价教学效果.结果 与对照组学生比较,实验组学生在教学中能够主动提出问题,积极参与讨论,发言踊跃,课堂气氛活跃.调查结果显示,学生对PBL结合智能化计算机模拟教学方法满意度高于LBL教学方法.比较两组学生的考试成绩,无论是理论测试还是操作技能考核,实验组学生的成绩均明显优于对照组学生(P<0.05).结论 PBL结合智能化计算机模拟教学比LBL教学更能够增加学生学习的兴趣,加深学生对知识的理解和记忆,增进团体协作精神,并且能够更好地培养学生急诊医学思维和解决临床问题的能力,显著提高了急诊医学的教学效果.
目的 比較以問題為基礎學習(problem-based learning,PBL)結閤智能化計算機模擬教學與傳統的以授課為基礎學習(lecture-based learning,LBL)兩種教學方法在急診醫學教學中的應用效果.方法 以大連大學醫學院2006級五年製臨床醫學專業1班和2班49名學生為研究對象,1班25名學生為對照組,2班24名學生為實驗組.兩組學生在年齡、性彆、基礎文化程度、專業知識掌握等方麵差異無統計學意義.針對心肺腦複囌章節的急診教學,對照組採用LBL教學方法;實驗組採用PBL結閤智能化計算機模擬教學方法.教學結束後,採用問捲調查、理論及操作技能攷覈等主客觀評價方法共同評價教學效果.結果 與對照組學生比較,實驗組學生在教學中能夠主動提齣問題,積極參與討論,髮言踴躍,課堂氣氛活躍.調查結果顯示,學生對PBL結閤智能化計算機模擬教學方法滿意度高于LBL教學方法.比較兩組學生的攷試成績,無論是理論測試還是操作技能攷覈,實驗組學生的成績均明顯優于對照組學生(P<0.05).結論 PBL結閤智能化計算機模擬教學比LBL教學更能夠增加學生學習的興趣,加深學生對知識的理解和記憶,增進糰體協作精神,併且能夠更好地培養學生急診醫學思維和解決臨床問題的能力,顯著提高瞭急診醫學的教學效果.
목적 비교이문제위기출학습(problem-based learning,PBL)결합지능화계산궤모의교학여전통적이수과위기출학습(lecture-based learning,LBL)량충교학방법재급진의학교학중적응용효과.방법 이대련대학의학원2006급오년제림상의학전업1반화2반49명학생위연구대상,1반25명학생위대조조,2반24명학생위실험조.량조학생재년령、성별、기출문화정도、전업지식장악등방면차이무통계학의의.침대심폐뇌복소장절적급진교학,대조조채용LBL교학방법;실험조채용PBL결합지능화계산궤모의교학방법.교학결속후,채용문권조사、이론급조작기능고핵등주객관평개방법공동평개교학효과.결과 여대조조학생비교,실험조학생재교학중능구주동제출문제,적겁삼여토론,발언용약,과당기분활약.조사결과현시,학생대PBL결합지능화계산궤모의교학방법만의도고우LBL교학방법.비교량조학생적고시성적,무론시이론측시환시조작기능고핵,실험조학생적성적균명현우우대조조학생(P<0.05).결론 PBL결합지능화계산궤모의교학비LBL교학경능구증가학생학습적흥취,가심학생대지식적리해화기억,증진단체협작정신,병차능구경호지배양학생급진의학사유화해결림상문제적능력,현저제고료급진의학적교학효과.
Objective To evaluate the application effects of problem-based leaning (PBL) combined with intelligent simulation teaching and lecture-based learning (LBL) in course of cardio-pulmonary-cerebral resuscitation of emergency medicine. Methods Using 49 undergraduate students of grade 2006, five-year clinical medicine in Medical School of Dalian University as the object of research, and class 1 (n=25) for control group, class 2(n=24) for experimental group. The students of control group were taught by traditional LBL teaching method, and experimental group were taught by PBL combined with intelligent computer simulations teaching method. The teaching effect was evaluated by using the results of questionnaire survey and theory examination skills and operating skills together. Results Compared with controls group, the students of experimental group were able to question actively and participate in discussions, spoken enthusiastically, and active atmosphere. The results of students' questionnaires showed that satisfaction of students for PBL combined with intelligent simulation teaching method were better than LBL teaching method. Test scores, either in theory or skills assessment test experimental results are better than control group (P<0.05). Conclusions Compared with traditional LBL teaching method, PBL combined with intelligent simulation teaching method can increase students' interest in learning, deepen understanding and memory of the knowledge, enhance team spirit and bring up ability to emergency medicine clinical thinking and solving practical problems, and improve the teaching effect of emergency medicine greatly.
