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目的 引导学生的主动思维,并与传统模式相结合,学生为主,教师为辅,以临床实际病例为引导进行课程学习,以了解PBL教学模式在医学实习中的意义.方法 制定小儿心脏科PBL教学目标,合理安排教学时间,将理论课与实习有机整合,课前布置预习任务,建立PBL学习小组,实施PBL教学并进行总结.结果 PBL是一种高效率的教学模式,可以增强学生学习的主动性并提高其分析问题和解决问题的能力.PBL教学在目前阶段是传统教学模式有益和必要的补充,具有积极的和肯定的作用.结论 本课题在儿童心脏病PBL教学方面获得了初步的教学经验,为儿科逐步广泛开展PBL教学奠定了良好的基础. 相似文献
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<正>基于问题的学习法(problem-based learning,PBL)教学模式由美国神经病学教授Barrows于1969年在加拿大Mc Marster大学创立,其基本教学模式为:提出问题-自学解疑-重点讲授-总结归纳。PBL教学的基本特点是学生与教师相互结合形成小组模式教学,以教师为引导,学生为中心,能够打破学科界限,围绕医学问题编制课程。PBL教学的目标是:获得基本知识,培养有效运用已有知识,去理解获取新知 相似文献
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我国临床医学七年制的教育目标是培养高层次临床医学人才,要求学生掌握宽厚的医学知识和技能,具备一定的科研能力、终身学习能力和国际交流能力.通过教学实践我们认为以问题为基础的教学(problem based learning,PBL教学)在强化基础理论,锻炼临床思维等方面确有优势,然而单纯的PBL教学在提高专业外语能力方面的优势并不突出.
医学英汉双语角(medical English-Chinese corner,MECC)[1]是以提高七年制学生和来华留学生医学外语水平并有效促进其临床能力为目的,以医学知识水平近似的中外医学生为会话双方,以英汉两种语言为交流媒介,以医学知识为会话内容的,规定话题的,阶梯性语言训练模式.实践证明该模式在提高医学外语交流能力方面效果突出[2].因此,我们大胆将MECC与PBL结合起来在七年制组织学与胚胎学教学中进行实践,取得了较好的效果与反响. 相似文献
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PBL教学法在解剖学教学中的应用 总被引:1,自引:0,他引:1
PBL教学法(problem-based learning,PBL)是以问题为基础的教学法,一经创立便在国外医学教育中广泛应用^[1]。PBL教学法引入我国高校后,许多医学院校都在医学临床课、基础课中进行了教学探讨^[2-4]。这种教学模式之所以广受关注,不仅在于其建构主义理论基础是一种教育理论新思潮,更重要的是,它确实有助于促进学生打下坚实的知识基础,发展解决实际问题、批判性思维和创造性思维的能力,发展合作能力与自主学习能力^[5],对我国当前以重实践能力和创新能力培养为核心的素质教育改革很有启迪意义。 相似文献
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目的在全英生理学课程中提高以问题为导向的学习(problem-based learning,PBL)的学习效果并加以评价,是基础医学教学中的一项重要课程教学改革性尝试,而如何观察实施PBL的学习效果则是量化教学改革活动的重要工作。方法在全英生理学课程教学中导入PBL的同时,通过一个形成性评价测试电子平台系统的构建,评价PBL对学习产生的效果。结果在全英基础课程教学中适当穿插PBL教学形式,效果显著高于传统教学方法。结论形成性评价与PBL的结合,对基础医学知识点的学习及课程发展有一定的意义。 相似文献
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医用物理教学中PBL和LBL相结合的效果评估 总被引:2,自引:1,他引:2
目的:评价在医用物理教学中PBL结合LBL的教学效果。方法:将本院2005级预防医学专业和医学影像专业的两个本科教学班分别作为实验班(PBL班)与对照班(LBL班),实验班医用物理学在用LBL讲授完核心知识后采用PBL教学,对照班则全部采用LBL教学,采用期末考试成绩和问卷调查相结合的形式,进行教学效果的评估。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(t=1.44,P〉0.05);而总成绩、综合应用部分成绩比较有显著性差异(t=3.64、t=5.54,P〈0.01),并且教学对象对PBL教学法的评价也明显优于传统教学法(P〈0.01)。结论:在医用物理教学中PBL和LBL相结合不但是可行的,而且是有效的。 相似文献
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为适应新的"生物-心理-社会"医学模式对医学寄生虫学教学的要求,开展基于问题的学习(PBL)模式教学成为现今教学改革中的常用手段,但是经典的PBL模式教学在实践中又面临诸多困难,如教学时间、师资配备和教学资源有限等。网络教学具有资源丰富、互动快捷、灵活高效等优点,为教学提供了极佳的技术平台。本研究结合两者的优势,开展了"基于网络互动平台的《医学寄生虫学》PBL教学"实践,对教学过程中遇到的各种问题和解决方法进行了总结,并提出改进计划。 相似文献
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Grković I 《Croatian medical journal》2005,46(1):16-20
The world-wide trend of changing medical curricula from the "old," didactic and discipline based to the "new," integrated, Problem-based Learning (PBL) approach did not bypass Australian shores. It has thoroughly shaken the foundations of dogmatic concepts of medical (particularly pre-clinical) education by posing challenges initially to the basic sciences departments . The "point of no-return" was reached very early when the Faculty Education Unit was established with an initial aim to lead and support the transition. Regarding the new curriculum the emotions among academics varied from quiet skepticism and mild resistance to open confrontation and refusal to participate in the process. Just after we were convinced that spending a lot of our academic time on developing new material for integrated self-directed learning was the worst part, the transition period with double teaching (which stretched our resources to the limits) was even worse. The first generation of "reformed" students graduated last year. In this article I will present unique and original concepts introduced into the PBL based medical course at the University of Melbourne. I will particularly highlight efforts to expose medical students to the real research environment and the "academic way of thinking" in order to create health professionals with an ongoing interest in medical research. I will also (subjectively) reflect on the course and share with you some of my impressions and experiences from the point of view of a pre-clinical academic trying to balance his multi vocational profession. 相似文献
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目的评价问题为基础的教学法(Problem Based Learning,PBL)在儿科临床见习中的应用效果。方法随机选择2004级五年制临床医学专业在我院儿科见习的4个见习小组为PBL组,实行PBL教学法;随机选择另三个3个见习小组为传统组,实行传统教学法。进行问卷调查,比较学生对PBL教学和传统教学的态度,比较两组学生理论考试成绩。结果PBL组92.31%以上学生对PBL教学持肯定态度,而传统组仅46.86%学生对传统教学持肯定态度。结论PBL模式教学效果优于传统教学方法,可用于儿科临床见习教学。 相似文献
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Urrutia Aguilar ME Hamui-Sutton A Castañeda Figueiras S Fortoul van der Goes TI Guevara-Guzmán R 《Gaceta médica de México》2011,147(5):385-393
The problem based learning (PBL) method was conceived as a teaching strategy to be applied in different areas or disciplines, thus several universities adopted it, among which was the Universidad Nacional Autónoma de México, best known as UNAM. The Faculty of Medicine of UNAM implemented this innovative teaching method of medicine for its learner-centered educational method tendency (patient-centered practice). This method develops also several abilities in the students, such as active and significant learning, seeking and data selection and autoanalysis and synthesis, knowledge integration of, mind's logic for the detection and solution of problems, among others. The aim was to evaluate the PBL impact on pedagogical and cognitive processes through the students' critical thinking and the significance of the experience on students and teachers which were working with PBL; in addition, study strategies and self-regulation in students were considered variables for the study. Our findings indicated that PBL was perceived differently among students and teachers, and it influenced in a positive and significant way the students' perception to solve problems and their motivation to achieve a good academic performance (p < 0.005). These results suggest that PBL is a useful strategy in the teaching and learning process and it is clear that the pedagogical process and other variables can potentially influence the results obtained. 相似文献
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Background
As the overall evidence for the effectiveness of teaching of evidence based medicine (EBM) is not strong, and the impact of cultural and societal influences on teaching method is poorly understood, we undertook a randomised-controlled trial to test the effectiveness and learning satisfaction with two different EBM teaching methods (usual teaching vs. problem based learning (PBL)) for undergraduate medical students. 相似文献19.
新时期军队现代化建设和打赢信息化战争的需要给军队生物医学工程专业的主干课生物医学工程学(BME)教学提出了新的挑战。本文从BME课程的特点和培养目标进行分析,提出采用PBL教学法的必要性与可行性,并提出对BME课程进行PBL教学时要强化实践教育,建立融校内实验与校外实践于一体的实践教学模式,同时要加强网络课程建设。 相似文献
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目的比较标准PBL教学模式和复杂场景PBL教学模式对医学八年制学生综合能力提高的效果。方法用期末考试成绩与DREEM量表比较分析医学教学中复杂场景PBL教学模式和标准的PBL教学模式的教学效果。结果复杂场景PBL教学模式在开始分析题型与帮助学生激发兴趣、提高自信心、提高解决问题的能力等方面分值明显高于标准的PBL教学模式的分值(P0.05)。比较分析中显示对于医学生的综合思维能力具有明显的提高。结论复杂场景PBL教学模式比标准的PBL教学模式更能提高学生的学习积极性、综合能力处理能力与应变能力,效果显著值得推广。 相似文献