PBL和CBL在高职高专《医学微生物学》教学中的应用

为了提高《医学微生物学》的教学质量,增加学生的学习兴趣,培养学生的临床思维能力,以问题为基础的PBL和案例为中心的CBL相结合的教学方法引入教学中,根据病例精心编写教案,组织学生展开讨论,将PBL和CBL同时应用到高职高专《医学微生物学》教学中,取得较好的教学效果。     

非经典以问题为基础的教学法在护理学基础教学中的实践

目的：在护理学基础的教学中,采取以问题为基础的教学方法（PBL）,以提高学生学习主动性及积极性,提高专业素质。方法：2006级三年制护理共6个班抽取0922班40人,0923班41人共81人为实验组,实施PBL教学方法,以考试成绩作对照与护理0818、0819班作比较。结果：实验组和对照组各项考试成绩的差别具有统计学意义（P〈0．05）。结论：PBL教学方法有助于学生理论知识的掌握及操作技能的提高。     

PBL与传统教学在消化科教学中的比较

[目的]探讨以问题为基础学习(PBL)的教学方法在消化科临床实习中的应用.[方法]研究对象为我院消化科见习学生,随机分为PBL教学组和传统教学组.分别采用PBL教学77法和传统教学方法.通过出科考试及问卷调查表对两组学生的临床工作能力进行考核,对考核结果进行比较;同时,向PBL教学组学生发放主观评价表.[结果]客观测试中综合能力考核的得分PBL教学组高于传统教学组(P<0.05);而理论测试的得分两组差异无统计学意义.PBL教学组学生对PBL教学评价较高,在医学知识掌握、自主学习、临床实践、团队合作及参与情感等15个方面均有显著效果,90%以上学生持肯定态度.[结论]PBL教学方法优于传统教学,有助于医学生临床思维能力的培养,且不影响对专业理论知识的掌握.     

CBL+PBL教学方法在儿科液体疗法中的初步应用及探讨

目的 探讨CBL+ PBL双规教学模式(CBL:以案例为基础的学习;PBL以问题为基础的学习)在儿科液体疗法章节中的应用效果.方法 将某儿科教研室教授的2011年临床厚博医学专业2个本科分组.实验组采用CBL+ PBL双规教学模式,对照组采用传统的教学模式对液体疗法章节进行讲授;比较两组学生对教学方法的评价及两组学生该课理论考核成绩进行统计学分析.结果 实验组学生对CBL+ PBL双规教学模式做出了较高评价,而且理论考试成绩明显优于对照组(P＜0.05).结论 与传统教学方法相比,CBL+ PBL双规教学模式激发了学生对液体疗法章节学习的积极性、主动性,很好掌握了该章节的重点难点,圆满完成了教学任务.     

以问题为导向的教学法在血液学实习带教中的应用

正以问题为导向的教学法(PBL教学法)是以问题为基础、学生为主体、教师为导向的启发式教学方法,由美国神经病学教授Barrows首创,是国际流行的教学模式[1]。PBL教学法以解决问题作为手段,让学生在解决问题的过程中掌握基础知识,学会正确的临床思维,提高自身综合素质和解决问题的能力[2]。本研究旨在运用PBL教学法对血液学实习生进行带教,评估其教学效果,为学生实习教学提供帮助。     

以问题为基础的教学法在放疗科临床实习教学中的应用

目的评价以问题为基础的教学方法（PBL教学法）在放疗科临床实习教学中的应用效果。方法将苏州大学2002-2007级实习学生,合计56人,分为PBL组24人和对照组32人,对照组采用传统教学法,PBL组采用PBL教学法。结果出科考试成绩PBL组明显好于对照组,通过秩和检验,差异具有统计学意义（Z=3.127,P〈0.01）,问卷调查显示95.8%的PBL组学生认为PBL教学法优于传统教学法。结论 PBL教学法能有效地提高教学质量,值得进一步推广。     

PBL教学法在医学高职院校生理学教学中的作用

目的研究以问题为基础(PBL)的教学方法在高职院校生理学教学中的作用。方法选择该院2013级康复技术专业的学生400名,分为观察组与对照组,观察组在生理学教学课中采用PBL教学法,对照组在生理教学科中采用传统教学方法,比较两组学生相关章节的考试成绩,并听取学生反馈。结果①观察组学生相关章节的平均考试成绩为(84.72±8.05),对照组学生相关章节的平均考试成绩为(72.13±11.41),组间差异具统计学意义(P<0.05);②观察组学生反映,PBL教学法在增强自学能力、加深对所学内容理解程度,提高分析解决问题等方面具有明显作用。结果在医学高职院校生理学教学中采用PBL教学法可以提高学生的成绩与综合素质,值得推广应用。     

PBL教学法在眼科学见习教学中的实践与体会

目的为更好地培养医学生的临床实践能力,探索适合中国国情的眼科学以问题为基础的学习(PBL)教学方法。方法在临床医学专业本科生的《眼科学》见习教学中,开展PBL教学法实践,在教师辅导下,“以问题为基础”对教学病例进行课前复习阅读教科书和有关参考资料,以及讨论学习。结果学生对PBL的学习方法表现出了较大的积极性,可使学生掌握更多有关眼科疾病的知识,充分体现教师的主导作用和学生的主体作用,提高教学效率,同时对教师提出更高的要求。结论PBL教学法有利于调动学生的学习积极性和主动性,有利于培养学生的自学能力和创新精神,在教与学两方面促进了教学质量的提高,受到学生教师的普遍认可。     

物理诊断学教学中应用PBL教学法的体会

目的:探讨以问题为基础的教学法(PBL)在诊断症状学教学中的应用及效果。方法:选择某校2006级五年制临床医学专业两个班的90名学生,随机设置1个班为实验组(45人)、另1个班为对照组(45人),实验组在传统教学方法基础上采用PBL教学方法,对照组按传统教学法进行教学,比较两组教学效果。结果:实验组病例分析成绩明显高于传统教学组(P0.05),实验组学生的学习兴趣、主动性、临床思维能力培养等主观评价优于传统教学。结论:PBL教学模式优于传统教学,能使基础与临床有机结合,取得较好效果。     

PBL法在《急危重症护理学》教学中应用的效果

目的：探讨以问题为基础的学习（problem-based learning,PBL）的教学效果在《急危重症护理学》教学中的应用。方法：将四年制、五年制的护理专业本科生分别随机分为PBL教学组（实验组）和传统教学组（对照组）,两组一般资料无显著性差异。结果：PBL教学组对PBL教学法评价较好;理论考试成绩和实验操作考核与传统教学组相比,差异有统计学意义（P〈0.05）。结论：PBL教学优于传统教学,PBL教学方法提高了学生分析、解决问题的能力,促进了对相关知识和操作技能的掌握。PBL教学增加了《急危重症护理学》的教学效果。     

The effect of compulsory participation of medical students in problem-based learning

Problem-based learning (PBL) is an instructional method that has attracted many advocates since its introduction in medical education almost 20 years ago. PBL features the use of student-directed tutorials, medically relevant problems to set study objectives, and independent learning. Educators have worried that not all students will do well with this method. This study compared a group of students who had chosen to be in a PBL curriculum with a group who had not, as they undertook a curriculum that contained both PBL and lecture-based courses. Academic performance was virtually identical regardless of learning method. Students slightly favoured the courses that featured the method they had originally chosen, but a significantly larger proportion of students shifted their preference from the lecture to the problem-based approach than vice versa. Students' academic performance does not appear to suffer when they are involuntarily enrolled in a PBL curriculum and many come to prefer this type of curriculum.     

尝试PBL与肿瘤MDT及个体化治疗相结合的教学模式

目的：尝试建立以问题为基础的学习（PBL）与肿瘤多学科综合治疗（MDT）及个体化治疗相结合的创新型教学模式。方法：选取100名临床医学系八年制学生,进行PBL教学,与传统教学（LBL）进行对比,探讨PBL教学在肿瘤MDT及个体化治疗模式中的作用。结果：PBL教学组理论知识成绩与LBL教学组差异无统计学意义,但MDT及个体化病例分析及临床应用成绩显著优于LBL教学组（P〈0.05）。问卷调查发现,90%学生青睐PBL教学。结论：在肿瘤MDT及个体化治疗模式中实施PBL教学法,能培养学生循证医学和创新思维,提高学生自主学习和临床知识运用能力。     

Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-based Learning Curriculum

This study investigated students' conceptions of constructivist learning activities in a problem-based learning (PBL) and a traditional curriculum. We examined whether students who have chosen for a problem-based curriculum have different conceptions of constructivist assumptions compared to students who have chosen to be enrolled in a traditional, lecture-based curriculum when they enter university. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test the hypothesized model in both student populations and to calculate latent means. Results suggested that students in the PBL environment agree more on constructivist assumptions of cooperative learning and the use of authentic problems, while students in the traditional curriculum acknowledge the importance of motivation to learn more. It is discussed that conceptions of constructivist learning activities can act as an important moderator of PBL effects and should be considered in examining the effects of PBL and probably in all comparative education research.     

PBL教学也许是解决我国大学生科研思路欠缺的良方

在传统教学模式下成长起来的我国大学生缺乏创新和科研思路已成为共识,说教式的教学禁锢了学生的思维,以考试为导向的课程迫使学生死记硬背。科学始于问题,而我国大学生却拙于提出问题,要改善这种现状,教学模式的改革迫在眉睫,而全球医学院校广泛采用的以问题为基础的学习方式（problem-based learning,PBL）正是一种锻炼学生提出问题、解决问题的能力,同时提高学生逻辑推理能力的教学模式。因此,加强PBL教学模式在我国高校中的应用,将是解决我国大学生科研思路缺乏的良策。     

消化科临床实习带教中PBL联合模拟教学的应用价值分析

目的探讨消化科临床实习带教中PBL联合模拟教学的应用价值。方法将2018年1月—2019年6月期间,在医院进行学习的86名消化科临床实习生,根据随机数字法,分为对照组(43名)与观察组(43名),对照组实习生给予模拟教学,即在老师指导下,学员模拟扮演某一角色,将现实中的情景微缩到模拟课堂,使用专业的教学器具进行模拟演讲。在此基础之上,观察组联合PBL教学法(以问题为导向的教学方法,是基于现实世界的以学生为中心的教育模式),对两组实习生学习积极性、学习兴趣、社交能力、解决问题能力、健康教育能力等学习效果,学习成绩(理论知识、实践能力)进行比较。结果对照组实习生学习积极性、学习兴趣、社交能力、解决问题能力、健康教育能力等学习效果与观察组相比差异有统计学意义(P<0.05);观察组学习成绩(理论知识、实践能力)评分与对照组相比差异有统计学意义(P<0.05)。结论在模拟教学的基础上,对消化科临床实习带教中的实习生应用PBL进行联合教学具有十分显著的应用意义,可显著提高实习生学习效果,改善学生的逻辑思维方式,提高理论知识与实践能力。     

关于PBL教学模式在皮肤性病学教学中应用的思考

PBL教学模式已经广泛用于西方的医学教育,而国内还处于起步阶段。如何将PBL引入我国的皮肤性病学教学需要进行大量的研究。本文从PBL教学模式的发展及特点、皮肤性病学的教学现状及存在问题,实施PBL教学模式的困难及参考方案等方面进行阐述。PBL教学将成为皮肤性病学教学的一种新方法。     

关于PBL教学模式在皮肤性病学教学中应用的思考

PBL教学模式已经广泛用于西方的医学教育,而国内还处于起步阶段。如何将PBL引入我国的皮肤性病学教学需要进行大量的研究。本文从PBL教学模式的发展及特点、皮肤性病学的教学现状及存在问题,实施PBL教学模式的困难及参考方案等方面进行阐述。PBL教学将成为皮肤性病学教学的一种新方法。     

Problem-based learning: a case study in providing e-health education using the Internet

The current trend among many universities is to increase the number of courses available online. However, there are fundamental problems in transferring traditional education courses to virtual formats. Delivering current curricula in an online format does not assist in overcoming the negative effects on student motivation which are inherent in providing information passively. Using problem-based learning (PBL) online is a method by which computers can become a tool to encourage active learning among students. The delivery of curricula via goal-based scenarios allows students to learn at different rates and can successfully shift online learning from memorization to discovery. This paper reports on a Web-based e-health course that has been delivered via PBL for the past 12 months. Thirty distance-learning students undertook postgraduate courses in e-health delivered via the Internet (asynchronous communication). Data collected via online student surveys indicated that the PBL format was both flexible and interesting. PBL has the potential to increase the quality of the educational experience of students in online environments.     

Problem-based learning: a case study in providing e-health education using the Internet

The current trend among many universities is to increase the number of courses available online. However, there are fundamental problems in transferring traditional education courses to virtual formats. Delivering current curricula in an online format does not assist in overcoming the negative effects on student motivation which are inherent in providing information passively. Using problem-based learning (PBL) online is a method by which computers can become a tool to encourage active learning among students. The delivery of curricula via goal-based scenarios allows students to learn at different rates and can successfully shift online learning from memorization to discovery. This paper reports on a Web-based e-health course that has been delivered via PBL for the past 12 months. Thirty distance-learning students undertook postgraduate courses in e-health delivered via the Internet (asynchronous communication). Data collected via online student surveys indicated that the PBL format was both flexible and interesting. PBL has the potential to increase the quality of the educational experience of students in online environments.