| 石磊 王陵 张扬 赵雄 严亚波.LBL结合PBL在物理诊断教学过程中的初步探索[J].,2016,16(3):557-559 |
| LBL结合PBL在物理诊断教学过程中的初步探索 |
| Initial Exploration in Combining the LBL and PBL in Physical DiagnosticsTeaching |
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| DOI： |
| 中文关键词: 物理诊断学 教学质量 教学方法 问题教学法 |
| 英文关键词: Physical diagnosis Teaching method Teaching quality Problem-based learning |
| 基金项目:陕西省哲学社会科学规划基金项目（12N067） |
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| 中文摘要: |
| 目的：比较传统教学模式和问题教学法及二者结合教学法的不同优劣势，找出物理诊断学最佳教学方法。传统教学模式采
用授课为主的教学法（lecture based learning, LBL），单单强调了教师的重要性，而忽视学生的主观能动性，不利于调动和培养学生
自学和灵活运用所学知识的能力。问题教学法（Problem-based learning，PBL），其强调学生自身的主观能动性，弱化了教师在教学
中的主体地位，学生有偏离教学主线的风险。因而如果将LBL 与PBL有机结合在一起，将可能有利于提高学生的学习效率和学
习效果。方法：选取97 名全科医学本科学员，在物理诊断课程教学过程中，采用完全随机的方法分为2 组，采用LBL 教学方法组
48 人，采用LBL结合PBL教学方法组49 人，通过分别对理论、实践分层打分，确定优秀、合格、不合格的比率，采用Mann-Whitney
U检验最终评定2组教学方法的授课效果。结果：在理论考试中，2 组学员在优秀、合格、不合格的分层评定上均无明显差异
（P > 0.05），而在实践考核中，LBL+ PBL组学员成绩在优秀这一分层评定中，优于LBL组，差异具有统计学意义（P < 0.05）。结论：
LBL和PBL 教学方法结合应用于物理诊断教学中，符合物理诊断教学的特点，更容易被学生接受，对于知识的识记和应用更有好
处，从而更利于培养高素质医学人才，值得在物理诊断教学中进一步推广。 |
| 英文摘要: |
| Objective:Comparing the Traditional lecture-based learning (LBL) method, the problem-based learning (PBL) method
and the PBL+PBL teaching method, to find out the best teaching method. Traditional lecture-based learning (LBL) method, which ignores
the initiative of students, is not conducive to training their abilities of self-learning and flexible using knowledge. Problem-based
learning (PBL) method, which emphasizes the students as center not the teachers, may cause students to deviate from the teaching main
line. Therefore, if we can make the LBL and PBL methods together, the learning efficiency and results will be probably improved.Methods:97 students were chosen and randomly divided into two groups. One group were 48 students who were taught by LBL method; the
other were 49 students who were taught by LBL and PBL methods. The theoretical and practical examinations were done for evaluation.
The Mann-Whitney U test is been used as statistical method.Results:In theoretical test, there was no significant difference between two
groups, in Excellent, Qualified, Unqualified levels (P>0.05). However, in practical test, the better performance were found in LBL+PBL
methods group in Excellent level (P<0.05).Conclusion:Combination of LBL and PBL methods is coincident with the characteristic of diagnostics
teaching. This new teaching mode can make it easier to be accepted by medical students and be good at understanding and
working knowledge. Therefore, it meets with the need for cultivating high-quality medical talents and worth promoting. |
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