CAJ | 학술논문

探索病理生理学教学开展PBL教学模式的必要性及可行的方法和途径.方法：以病例为基础，问题为导向，课堂讨论为核心，在讲授缺氧、缺血-再灌注损伤、弥散性血管内凝血、休克、心力衰竭的章节时，通过一个综合临床病例，将课堂式PBL的讨论、演讲分3次穿插于理论授课中；通过自编调查问卷对该实验班119名学生进行问卷调查，回收109份，问卷回收率91.6%.结果：38%以上学生对该教学模式比较满意，59.6%学生认为PBL较有利于或非常有利于学生掌握本课程知识，并帮助理解课程的重难点；49.6%学生认为明显提高分析解决问题的自信心、明显提高学生间的分工合作精神；93.5%学生认为明显有利于培养学生理论结合实际的思维方式，65.1%学生认为非常有助于今后的临床工作，87.2%学生认为该课程有必要开展PBL教学；81.6%的学生在小组讨论中发言有不同程度的强制感.结论：该课堂式PBL教学模式在病理生理学课程的首次试行中受到广大学生好评，取得较好教学效果，为进一步在本课程中深入实施PBL教学提供参考.
탐색병리생이학교학개전PBL교학모식적필요성급가행적방법화도경.방법：이병례위기출，문제위도향，과당토론위핵심，재강수결양、결혈-재관주손상、미산성혈관내응혈、휴극、심력쇠갈적장절시，통과일개종합림상병례，장과당식PBL적토론、연강분3차천삽우이론수과중；통과자편조사문권대해실험반119명학생진행문권조사，회수109빈，문권회수솔91.6%.결과：38%이상학생대해교학모식비교만의，59.6%학생인위PBL교유리우혹비상유리우학생장악본과정지식，병방조리해과정적중난점；49.6%학생인위명현제고분석해결문제적자신심、명현제고학생간적분공합작정신；93.5%학생인위명현유리우배양학생이론결합실제적사유방식，65.1%학생인위비상유조우금후적림상공작，87.2%학생인위해과정유필요개전PBL교학；81.6%적학생재소조토론중발언유불동정도적강제감.결론：해과당식PBL교학모식재병리생이학과정적수차시행중수도엄대학생호평，취득교호교학효과，위진일보재본과정중심입실시PBL교학제공삼고.
Objective:To explore the necessity and the possible ways to PBL teaching mode in pathophysiology teaching. Methods:With cases as the base, questions as the guidance, and classroom discussion as the core, in the teaching of hypoxia, ischemia reperfusion injury, disseminated intravascular coagulation, shock, heart failure section, through a clinical case, the class type PBL discussion and speech are interspersed into the theoretical teaching for 3 times. Results: More than 38% of the students are satisfied with the teaching mode, 59.6% of students think that PBL is very conducive for the students to master related knowledge and help to understand the course; 49.6% of students' self-confidence and the spirit of the division & cooperation are significantly improved; 93.5% of students think it is obviously beneficial to cultivate students' practical thinking mode, and 65.1% of the students think it is very helpful to the clinical work in the future, 87.2% of the students think that the course is necessary to carry out PBLteaching; 81.6% of the students are forced to speak sense in different degree in the group discussion. Conclusion: The first trial of PBL in the course of pathophysiology are praised by the majority of students, and excellent teaching effect is obtained, references for further implementation of PBL.