| 郭俊 李川 郭鹏 李柱一 李宏增△.PBL结合CBL教学法在神经病学教学中的应用[J].,2016,16(24):4794-4797 |
| PBL结合CBL教学法在神经病学教学中的应用 |
| Application of PBL Combined with CBL in Neurology Teaching |
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| DOI： |
| 中文关键词: 以问题为基础的学习 以案例为基础的学习 联合教学 神经病学 |
| 英文关键词: Problem-based learning Case-based learning Combined teaching Neurology |
| 基金项目:国家自然科学基金项目（31200665） |
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| 摘要点击次数: 714 |
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| 中文摘要: |
| 目的：探讨“以问题为基础”（problem-based learning, PBL）教学法结合“以病例为基础”（case-based learning, CBL）教学法在神
经病学教学中的应用效果。方法：选取第四军医大学临床医学专业5 年制学生180 人，随机分为观察组（90 人）和对照组（90 人）。
观察组采取PBL结合CBL教学法完成神经病学教学任务，对照组采取传统的授课式教学法完成教学任务，采用调查问卷和理论
考试评估教学效果。用SPSS16.0 软件进行统计学分析，计量资料采用均数± 标准差表示，组间比较采用单因素方差分析；计数资
料的组间比较采用卡方检验，以P < 0.05 为差异有统计学意义。结果：观察组在学习积极性、自学能力、临床思维培养、分析和解决
问题能力、语言表达和沟通能力、团队协作能力及学习效率等方面的培养均明显优于对照组；前者的考试成绩（87.2± 6.4 分）亦明
显高于后者（77.4± 7.8 分），组间差异均有统计学意义（P < 0.05）。结论：PBL 结合CBL教学法可激发学生的学习兴趣，提高考试
成绩，对提升临床神经病学的教学质量具有积极意义。 |
| 英文摘要: |
| Objective:To study the effect of problem-based learning (PBL) combined with case-based learning (CBL) on
neurology teaching.Methods:Totally 180 five-year-program undergraduates majoring in clinical medicine from the Fourth Military
Medical University were selected and randomly divided into the observation group (n=90) and control group (n=90). Students in
observation group were taught by PBL combined with CBL while those in control group were taught by traditional teaching method.
Questionnaires and theory examination were employed to evaluate the teaching effect. SPSS16.0 software was used for the statistical
analysis. Measurement data were expressed as mean with standard deviation and one-way analysis of variance was applied for the
inter-group comparisons. Meanwhile, chi-square test was used to compare the inter-group differences in categorical data. P < 0.05 stands
for difference having statistical significances.Results:Learning initiative, self-learning ability, clinical thinking, problem-solving skills,
capabilities of language expression and communications, team cooperation ability and learning efficiency in observation group were
better than those in control group. The exam score (87.2± 6.4) in observation group was higher than that (77.4± 7.8) in control group,
with statistical difference between the two groups (P < 0.05).Conclusion:PBL combined with CBL stimulates the students' interest in
neurology and improves students' achievement, which has positive significance for improvement of teaching quality in neurology. |
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