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LBL联合PBL的教学模式是一种"教为主导，学为主体，教与学并重" 的综合教学方法。在临床医学专业的药理学教学中合理应用LBL联合PBL教学法，即采用LBL教学法讲授完理论知识后开设PBL病例讨论课。选取2011 级五年制临床医学专业的学生为实验组，采用LBL联合PBL教学模式，2010 级五年制临床医学专业的学生为对照组，采用传统LBL 教学模式，对两组进行教学效果评估比较。结果显示与传统LBL教学法相比较，LBL联合PBL 的教学法能显著提高学生的学习成绩，问卷调查分析结果显示LBL联合PBL 的教学法能明显提高学生的综合能力。药理学授课中应用LBL联合PBL教学法充分调动了学生的积极性，培养了学生自主学习能力，分析问题、解决问题的能力和临床思维能力，对培养创新型医学人才具有重要意义。

英文摘要:

Lecture based learning (LBL) combined with problem based learning (PBL) is a teacher-guided, student-centered and paying equal stress on learring and teaching method. LBL combined with PBL method has been applied in pharmacology teaching for clinical medicine specialty. Two sections of undergraduates were treated as experimental and control groups (PBL+ LBL group and LBL group), respectively. The experimental group were students majoring clinical medicine of grade 2011, in which PBL was introduced after the theory knowledge of the textbook was completed with LBL. While the control group were students majoring clinical medicine of grade 2010, in which LBL was used throughout. At the end of the study, the assessment of teaching effects was conducted by the final examination and questionnaires. The results of the final examination showed that the final exam scores and pass rates of PBL+ LBL group were significantly increased compared with LBL group. The questionnaire survey results showed that LBL combined with PBL teaching method significantly improveed the comprehensive ability of students. The application of LBL combined with PBL method in pharmacology teaching fully mobilizes the enthusiasm of students, cultivates the learning ability, problem-analyzing and problem-solving skills, clinical thinking ability of students. It is valuable to cultivate innovative medical talents.

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