基于项目的探究性学习模式在医用物理中的教学效果评价

目的：评价基于项目的探究性学习模式在医用物理中的教学效果,为今后更好地进行教育教学改革提供可靠依据。方法：将本院2010级医学影像专业和预防医学专业两个本科教学班分别作为实验班和对照班。实验班部分授课内容采用基于项目的探究性学习模式教学,对照班的全部内容都采用传统教学模式授课。利用期末考试成绩和问卷调查两种方式对本次教学效果进行了评价。结果：实验班与对照班学生基础知识部分成绩比较无显著性差异（P〉0.05）,但实验班同学总成绩及综合应用分数都高于对照班,两教学班学习成绩具有极其显著性差异（P〈0.01）;基于项目的探究性学习模式不仅激发了同学们的学习兴趣,还培养了同学的的大部分能力,例如PPT课件制作技能、信息技术能力、自主探究能力、与他人协作能力、拓宽了专业知识面、创新能力、实践能力、人际交往能力、综合运用能力等。结论：基于项目的探究性学习模式对学生医用物理教学的学习有着显著的积极影响。

Evaluation of Project-Based Learning in Medical Physics Teaching and Learning

Objective: To evaluate the effect of project-based learning(PBL) in Medical Physics teaching and learning.Methods: The first year Imaging students and Preventive Medicine Students in 2010 were treated as the experimental group and the control group,respectively.PBL was adopted in the experimental group and traditional teaching in the control group.The final exam and a questionnaire were used for evaluation on the effect of PBL.Results: There was no significant difference in mean scores for the basic knowledge part of the final examination(P > 0.05).However,the overall score and themeanscore for the comprehensive application in the final examination weresignificantly higher in the experimental group than in the control group(P < 0.01).In the mean time,PBL enhanced students ’ interest in learning and increasedtheir multiple abilities,such as PPT design andcreation,information collection,self-directed inquiry,cooperation,creativity,andcommunication.Conclusions: PBL has a significantly positive effect on students in learning the course of Medical Physics.