CAJ | 학술논문

目的：探讨PBL教学模式在中医诊断学实验教学中的应用。方法将中医专业本科生37名随机分为试验组和对照组，试验组采用PBL与传统教学法相结合模式，对照组采用传统的LBL教学模式。对两组学生采用问卷调查进行教学效果的调查，对所得资料进行统计学分析。结果两组相比，基础理论知识考试成绩差异无显著性(P>0.05)；两组间病例分析客观题考试成绩差异也无显著性(P>0.05)。在病例操作验证考试中，试验组学生的考试成绩明显优予对照组(P<0.01)。结论 PBL教学法明显优于LBL教学法，PBL教学法有助于提高中医诊断学实验教学效果。
목적：탐토PBL교학모식재중의진단학실험교학중적응용。방법장중의전업본과생37명수궤분위시험조화대조조，시험조채용PBL여전통교학법상결합모식，대조조채용전통적LBL교학모식。대량조학생채용문권조사진행교학효과적조사，대소득자료진행통계학분석。결과량조상비，기출이론지식고시성적차이무현저성(P>0.05)；량조간병례분석객관제고시성적차이야무현저성(P>0.05)。재병례조작험증고시중，시험조학생적고시성적명현우여대조조(P<0.01)。결론 PBL교학법명현우우LBL교학법，PBL교학법유조우제고중의진단학실험교학효과。
Objective In order to explore the application effect of PBL didactics in teaching Diagnostics of Chinese Medicine experiment. Methods A total of 37 practicing Chinese Medicine undergraduate were randomly divided into test group and control group. The experi-mental group used PBL combined with traditional teaching method. The control group used traditional LBL teaching method. Question-naire was distributed to both groups. Data were analyzed by the statistical. Results There was no difference between two groups at the end of the theory examination (P>0.05) , There was no difference between two groups at the end of case analysis of objective questions examination (P>0.05) . Results In the cases operation verification test, the scores of test group were higher than those of control group (P<0.0001) . Conclusion The results showed that the average score of students taught with PBL didactics was higher than that of the ones with LBL. PBL method effectively improved Diagnostics of Chinese Medicine medical teaching effect.