基础医学教育
基礎醫學教育
기출의학교육
BASIC MEDICAL EDUCATION
2015年
5期
378-380
,共3页
病理生理学%PBL%LBL%教学改革
病理生理學%PBL%LBL%教學改革
병리생이학%PBL%LBL%교학개혁
pathophysiology%PBL%LBL%teaching reform
随着医学教育事业的发展，传统的教学方法已经不能满足病理生理学的教学需要。将PBL与LBL教学法分别或联合教学，课程结束后比较教学效果，并收集学生的反馈意见进行分析。结果表明，LBL教学组（ LBL组）学生的理论知识成绩优于PBL教学组（ PBL组），PBL组学生病例分析成绩明显高于LBL组，而PBL联合LBL教学组（ LBL联合PBL组）学生的理论知识成绩和病例分析成绩分别高于其他两组。 PBL与LBL教学法联合能激发学生的学习兴趣和学习主动性，提高了学生的自学能力、解决问题的能力、团队协作能力和沟通能力，显著提升病理生理学教学效果。
隨著醫學教育事業的髮展，傳統的教學方法已經不能滿足病理生理學的教學需要。將PBL與LBL教學法分彆或聯閤教學，課程結束後比較教學效果，併收集學生的反饋意見進行分析。結果錶明，LBL教學組（ LBL組）學生的理論知識成績優于PBL教學組（ PBL組），PBL組學生病例分析成績明顯高于LBL組，而PBL聯閤LBL教學組（ LBL聯閤PBL組）學生的理論知識成績和病例分析成績分彆高于其他兩組。 PBL與LBL教學法聯閤能激髮學生的學習興趣和學習主動性，提高瞭學生的自學能力、解決問題的能力、糰隊協作能力和溝通能力，顯著提升病理生理學教學效果。
수착의학교육사업적발전，전통적교학방법이경불능만족병리생이학적교학수요。장PBL여LBL교학법분별혹연합교학，과정결속후비교교학효과，병수집학생적반궤의견진행분석。결과표명，LBL교학조（ LBL조）학생적이론지식성적우우PBL교학조（ PBL조），PBL조학생병례분석성적명현고우LBL조，이PBL연합LBL교학조（ LBL연합PBL조）학생적이론지식성적화병례분석성적분별고우기타량조。 PBL여LBL교학법연합능격발학생적학습흥취화학습주동성，제고료학생적자학능력、해결문제적능력、단대협작능력화구통능력，현저제승병리생이학교학효과。
With the development of medical education,the traditional teaching methods can not meet the needs of the education in pathophysiology.PBL and LBL teaching methods were used alone or combined.At the end of the course the effects were compared and the students’ feedback were collected for analysis.The results indicated that the PBL group got higher scores in the case analysis but lower scores in theory test than the LBL group,and the PBL combined with LBL group did better than the other two groups.PBL com-bined with LBL could stimulate students’ learning interest and promote their active learning.It also improved students’ability of auton-omous learning,problem solving,team cooperation and interaction as well as the effects of instruction in pathophysiology.
