中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2015年
1期
80-83
,共4页
付连国%姚荣英%韩慧%张勤%吴学森%庄颖
付連國%姚榮英%韓慧%張勤%吳學森%莊穎
부련국%요영영%한혜%장근%오학삼%장영
个人能力%儿童少年卫生学%以问题为基础学习%医学生
箇人能力%兒童少年衛生學%以問題為基礎學習%醫學生
개인능력%인동소년위생학%이문제위기출학습%의학생
Self ability%Child and adolescent health%Problem-based learning%Medical student
目的 分析学生个人能力对以问题为基础学习教学效果的影响.方法 选取蚌埠医学院2007级预防医学专业50名本科生为研究对象,在儿童少年卫生学课程教学中,实施以问题为基础学习教学方法.采用自编的学生问卷和教师问卷调查学生个人能力情况,根据调查结果将学生分为个人能力“优”“良”“普通”3组.根据自编问卷的调查结果及学生的考试成绩,比较不同能力组学生的教学效果.结果 自评个人能力为“优”和“良”的学生,对于“提高归纳总结能力”条目的评分高于自评为“普通”的学生(P=0.007);教师评价学生个人能力为“优”和“良”的学生,其教学效果的总评分以及更好地实现理论与实际的结合、提高文献检索查阅能力、希望以后继续以问题为基础学习条目的评分均高于评价为“普通”的学生(P＜0.05).结论 学生个人能力与教学过程中学生的归纳总结、理论与实际结合、文献检索阅读方面的情况相关,以问题为基础学习教学分组时应均衡不同个人能力的学生.
目的 分析學生箇人能力對以問題為基礎學習教學效果的影響.方法 選取蚌埠醫學院2007級預防醫學專業50名本科生為研究對象,在兒童少年衛生學課程教學中,實施以問題為基礎學習教學方法.採用自編的學生問捲和教師問捲調查學生箇人能力情況,根據調查結果將學生分為箇人能力“優”“良”“普通”3組.根據自編問捲的調查結果及學生的攷試成績,比較不同能力組學生的教學效果.結果 自評箇人能力為“優”和“良”的學生,對于“提高歸納總結能力”條目的評分高于自評為“普通”的學生(P=0.007);教師評價學生箇人能力為“優”和“良”的學生,其教學效果的總評分以及更好地實現理論與實際的結閤、提高文獻檢索查閱能力、希望以後繼續以問題為基礎學習條目的評分均高于評價為“普通”的學生(P＜0.05).結論 學生箇人能力與教學過程中學生的歸納總結、理論與實際結閤、文獻檢索閱讀方麵的情況相關,以問題為基礎學習教學分組時應均衡不同箇人能力的學生.
목적 분석학생개인능력대이문제위기출학습교학효과적영향.방법 선취방부의학원2007급예방의학전업50명본과생위연구대상,재인동소년위생학과정교학중,실시이문제위기출학습교학방법.채용자편적학생문권화교사문권조사학생개인능력정황,근거조사결과장학생분위개인능력“우”“량”“보통”3조.근거자편문권적조사결과급학생적고시성적,비교불동능력조학생적교학효과.결과 자평개인능력위“우”화“량”적학생,대우“제고귀납총결능력”조목적평분고우자평위“보통”적학생(P=0.007);교사평개학생개인능력위“우”화“량”적학생,기교학효과적총평분이급경호지실현이론여실제적결합、제고문헌검색사열능력、희망이후계속이문제위기출학습조목적평분균고우평개위“보통”적학생(P＜0.05).결론 학생개인능력여교학과정중학생적귀납총결、이론여실제결합、문헌검색열독방면적정황상관,이문제위기출학습교학분조시응균형불동개인능력적학생.
Objective To analyze the influence of student's self ability on effect of problem-based learning (PBL).Methods The preventive medicine course of child and adolescent health were taught to 50 students of grade 2007 with PBL method in Bengbu Medical College.Three questionnaires to investigate PBL teaching effect,students' self-evaluation and teachers' evaluation on student's self ability were conducted respectively.The students were divided into 3 groups depending on their self-ability with best,better and general,and then the difference of PBL teaching effect was analyzed among the 3 groups.Results Based on students' self evaluation,generalizations ability scores among students with best or better ability were greater than that with general ability (P =0.007).Based on teachers evaluating students' self ability,the total scores of PBL teaching effect,the better combination of theory with practice,improving the ability of literature retrieval,and hoping to continue PBL teaching scores among students with best or better self-ability were higher than that with general ability (P＜0.05).Conclusions Student's self ability may influence students' abilities on generalizations,combination of theory with practice,literature retrieval and reading in PBL teaching.So student' s self ability is very important for dividing students into different PBL subgroups.
