中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2011年
5期
725-728
,共4页
以任务为基础学习教学方法%自主学习能力%病理学
以任務為基礎學習教學方法%自主學習能力%病理學
이임무위기출학습교학방법%자주학습능력%병이학
Task based learning (TBL)%Self-study ability%Pathology
目的 按以任务为基础学习(task based learning,TBL)教学方法设计任务明确的课外复习活动,培养学生的自主学习能力,提高学生的学习效果.方法以海南医学院2005级本科临床医学专业、医学检验、口腔医学、医学影像学和预防医学专业473名学生为研究对象.其中,99名学生自愿加入实验组,除接受传统课堂教学外,在两名教师的引导下,于课外进行病理学复习活动.其他374名学生为对照组,按传统教学方法进行教学,课外以自我复习为主.对两组学生的病理学理论考试成绩进行比较,并在活动结束后对实验组学生进行无记名问卷调查.对调查数据采用卡方检验和等级相关的统计学方法.结果 ①实验组学生的病理学理论考试平均分、及格率、优秀率均明显高于对照组学生,其差异有统计学意义(P＜0.05).②问卷调查结果显示:实验组学生小组活动认真程度(P ＝0.021)、学生参与复习活动多少(P＝0.000)和其参加活动的认真程度(P＝0.05)均与学生的成绩密切相关,且其参与程度与其成绩呈正相关(r＝0.280,P＝0.005).而学生个人习惯采用的学习方法与其成绩无关.学生自学能力、沟通能力和自信心在学习中得到提高,同时,学会了合作和分享.结论 在现有医学教育课程体系下,TBL教学方法可以有效地提高学生的自主学习能力和学习效果.
目的 按以任務為基礎學習(task based learning,TBL)教學方法設計任務明確的課外複習活動,培養學生的自主學習能力,提高學生的學習效果.方法以海南醫學院2005級本科臨床醫學專業、醫學檢驗、口腔醫學、醫學影像學和預防醫學專業473名學生為研究對象.其中,99名學生自願加入實驗組,除接受傳統課堂教學外,在兩名教師的引導下,于課外進行病理學複習活動.其他374名學生為對照組,按傳統教學方法進行教學,課外以自我複習為主.對兩組學生的病理學理論攷試成績進行比較,併在活動結束後對實驗組學生進行無記名問捲調查.對調查數據採用卡方檢驗和等級相關的統計學方法.結果 ①實驗組學生的病理學理論攷試平均分、及格率、優秀率均明顯高于對照組學生,其差異有統計學意義(P＜0.05).②問捲調查結果顯示:實驗組學生小組活動認真程度(P ＝0.021)、學生參與複習活動多少(P＝0.000)和其參加活動的認真程度(P＝0.05)均與學生的成績密切相關,且其參與程度與其成績呈正相關(r＝0.280,P＝0.005).而學生箇人習慣採用的學習方法與其成績無關.學生自學能力、溝通能力和自信心在學習中得到提高,同時,學會瞭閤作和分享.結論 在現有醫學教育課程體繫下,TBL教學方法可以有效地提高學生的自主學習能力和學習效果.
목적 안이임무위기출학습(task based learning,TBL)교학방법설계임무명학적과외복습활동,배양학생적자주학습능력,제고학생적학습효과.방법이해남의학원2005급본과림상의학전업、의학검험、구강의학、의학영상학화예방의학전업473명학생위연구대상.기중,99명학생자원가입실험조,제접수전통과당교학외,재량명교사적인도하,우과외진행병이학복습활동.기타374명학생위대조조,안전통교학방법진행교학,과외이자아복습위주.대량조학생적병이학이론고시성적진행비교,병재활동결속후대실험조학생진행무기명문권조사.대조사수거채용잡방검험화등급상관적통계학방법.결과 ①실험조학생적병이학이론고시평균분、급격솔、우수솔균명현고우대조조학생,기차이유통계학의의(P＜0.05).②문권조사결과현시:실험조학생소조활동인진정도(P ＝0.021)、학생삼여복습활동다소(P＝0.000)화기삼가활동적인진정도(P＝0.05)균여학생적성적밀절상관,차기삼여정도여기성적정정상관(r＝0.280,P＝0.005).이학생개인습관채용적학습방법여기성적무관.학생자학능력、구통능력화자신심재학습중득도제고,동시,학회료합작화분향.결론 재현유의학교육과정체계하,TBL교학방법가이유효지제고학생적자주학습능력화학습효과.
Objective To train students' self-study ability and improve their learning effect and capacity by organizing extracurricular self-study activity which definitely aimed at pathology knowledge study according to task based learning (TBL) principle.Methods Grade 2005,473 undergraduate students who came from clinical medicine,laboratory medicine,dentistry,image medicine and preventive medicine,were learning pathology at that time.Among them,99 students took part in the extracurricular activity voluntarily.They composed the experimental group,and remaining 374 students outside of activity were as control.The effect of self-review activity evaluated by:①Comparison of pathology examination between experimental and control group (student's t-test) ; ②Anonymous questionnaire after activity was made to experimental group.All data from questionnaire were processed with chi-square criterion and rank correlation.Results ①The experimental group got higher average marks,pass percent and superiority ratio than control group did ( P ＜ 0.05 ).②The data from questionnaire shown that:the students got higher marks if they took part in the activity more(P ＝0.000) and active(P ＝0.05),and the group works where they were in were more graveness(P ＝0.021 ).The students' self-study and communication ability were improved by taking this activity.They were more self-confidence,easily cooperation and willing share.Conclusions TBL can improve students' self-study ability and learning effect.
