CAJ | 학술논문

目的：探讨PBL教学模式下超微结构病理学考核方法的改革。方法：以泸州医学院2011级本科检验专业学生为研究对象，分为PBL(Prob lem-based learning)教学组和SBL(Subject -based learning)教学组。从问卷调查、综述撰写、期末传统的考试成绩三方面综合评价两种教学效果与质量。结果：问卷调查结果显示，PBL教学增加学习兴趣、学习积极性、课堂气氛活跃度等，同时也增加了学习压力；综述考核显示，PBL教学组优于SBL教学组。而期末考试成绩两组无明显区别。结论：若需尽可能全面评估PBL教学模式的教学效果和质量，势必进行考核方法改革。
목적：탐토PBL교학모식하초미결구병이학고핵방법적개혁。방법：이로주의학원2011급본과검험전업학생위연구대상，분위PBL(Prob lem-based learning)교학조화SBL(Subject -based learning)교학조。종문권조사、종술찬사、기말전통적고시성적삼방면종합평개량충교학효과여질량。결과：문권조사결과현시，PBL교학증가학습흥취、학습적겁성、과당기분활약도등，동시야증가료학습압력；종술고핵현시，PBL교학조우우SBL교학조。이기말고시성적량조무명현구별。결론：약수진가능전면평고PBL교학모식적교학효과화질량，세필진행고핵방법개혁。
Objective:By the study, we explored the teaching in-spection method about the PBL teaching modes in"Ultrastructure Pathology Class."Methods: The undergraduate students of the 2011 grade clinical examination professional in Luzhou Medical College were included in this study. The students were divided into PBL (Problem-based learning) teaching group and SBL (Subject-based learning) teaching group. Three aspects including questionnaire survey, review writing and the traditional test scores were used to comprehensively evaluate the effects and qualities of two teaching models. Results: Compared with SBL teaching group, the qualities of teaching and review were im-proved in PBL teaching group;however,the test scores had no ob-vious difference. Conclusions: The teaching inspection method about PBL teaching modes in ultrastructure pathology class needs to be changed.