中国病案
中國病案
중국병안
CHINESE MEDICAL RECORD
2015年
5期
73-75
,共3页
教学方法%PBL%LBL%皮肤性病学
教學方法%PBL%LBL%皮膚性病學
교학방법%PBL%LBL%피부성병학
Teaching methods%Problem-based learning(PBL)%Lecture-based learning(LBL)%Dermatology and venerology
目的：探讨以问题为基础的新型教学方法在皮肤性病学临床实习中的意义。方法将实习学生随机分为A、B两组，A组为以问题为基础的新型教学方法(Problem-based learning，PBL)组，B组为传统病案分析教学法（lecture-based learning, LBL）组，每组各80人。两组为同一老师带教。教学效果评估采用采用理论考核和问卷调查相结合的形式。理论考核：客观题占40分，主观题占60分。并将两组成绩及问卷调差结果进行对比性研究。结果在见习结束时，PBL 组平均成绩为82.07±6.02分，LBL 组平均成绩为74.33±5.32（P＜0.05）。问卷调查显示：PBL组认为该方法对激发学习兴趣、提高自学能力、提高学习效果、提高分析能力、提高表达能力、增强记忆能力、加强团队合作等方面具有较明显的提高和帮助，对此教学方法非常满意。结论 PBL教学方法能提高皮肤性病学实习学生的学习成绩和教学质量，对培养皮肤科人才具有很大的帮助。
目的：探討以問題為基礎的新型教學方法在皮膚性病學臨床實習中的意義。方法將實習學生隨機分為A、B兩組，A組為以問題為基礎的新型教學方法(Problem-based learning，PBL)組，B組為傳統病案分析教學法（lecture-based learning, LBL）組，每組各80人。兩組為同一老師帶教。教學效果評估採用採用理論攷覈和問捲調查相結閤的形式。理論攷覈：客觀題佔40分，主觀題佔60分。併將兩組成績及問捲調差結果進行對比性研究。結果在見習結束時，PBL 組平均成績為82.07±6.02分，LBL 組平均成績為74.33±5.32（P＜0.05）。問捲調查顯示：PBL組認為該方法對激髮學習興趣、提高自學能力、提高學習效果、提高分析能力、提高錶達能力、增彊記憶能力、加彊糰隊閤作等方麵具有較明顯的提高和幫助，對此教學方法非常滿意。結論 PBL教學方法能提高皮膚性病學實習學生的學習成績和教學質量，對培養皮膚科人纔具有很大的幫助。
목적：탐토이문제위기출적신형교학방법재피부성병학림상실습중적의의。방법장실습학생수궤분위A、B량조，A조위이문제위기출적신형교학방법(Problem-based learning，PBL)조，B조위전통병안분석교학법（lecture-based learning, LBL）조，매조각80인。량조위동일로사대교。교학효과평고채용채용이론고핵화문권조사상결합적형식。이론고핵：객관제점40분，주관제점60분。병장량조성적급문권조차결과진행대비성연구。결과재견습결속시，PBL 조평균성적위82.07±6.02분，LBL 조평균성적위74.33±5.32（P＜0.05）。문권조사현시：PBL조인위해방법대격발학습흥취、제고자학능력、제고학습효과、제고분석능력、제고표체능력、증강기억능력、가강단대합작등방면구유교명현적제고화방조，대차교학방법비상만의。결론 PBL교학방법능제고피부성병학실습학생적학습성적화교학질량，대배양피부과인재구유흔대적방조。
ObjectivesTo investigate the significance of the new teaching method of Problem-based learning (PBL) in the clinical practice of dermatology and venereology.Methods The students were randomly divided into two groups named as group A and group B with each group included 80 students. Group A received the problem-based learning(PBL),while group B received the lecture-based learning(LBL). We evaluated the teaching effect combining theory examination and the questionnaire survey. The theory examination score including two parts:objective item occupying 40 scores, subjective item occupying 60 scores, and then conducted comparative research on the examination score and survey results of the two groups.Results After the clinical practice, the mean score of group A was 82.07±6.02 and group B was 74.33±5.32 respectively(P<0.05). In the questionnaire survey,the students of PBL group believed that PBL teaching mode contribute to improve learning interest, self-study ability, learning effect, analytical ability, presentation skills, memory ability, teamwork and satisfied with the PBL teaching method.Conclusions The PBL teaching method could improve the examination score and teaching quality of the intern students in department of dermatology and venereology, and has a certain significance to the cultivation of dermatologist talents.
