课程思政视域下PBL+Seminar教学法在社会医学课程中的应用及反思

目的 探讨基于问题的教学法(PBL)和研讨式(Seminar)教学法在社会医学课程中的应用,研究在课程思政视域下如何发挥社会医学课堂育人作用,为协调推进思想政治教育和提升课程教学质量提供参考.方法 采用PBL+Seminar教学法开展社会医学课程的理论和实践教学,授课及讨论过程中融入课程思政元素,对参与上课的176名本...     

CBL+PBL教学法在医学检验技术专业生物化学教学中的应用

目的 提高高职医学检验技术专业生物化学教学质量,探索适合高职医学检验技术专业学生的学习方法.方法 对某职业学院医学检验专业2013-2015级三个年级431名在校生分班级进行CBL+PBL法与LBL法教学比较研究,跟踪调查教学质量与学习效果,将学习成绩进行SPSS17.0分析.结果 CBL+PBL与LBL方法比较,学生成绩差异具有统计学意义.调查问卷分析显示,CBL+PBL教学法能更好地激发学生的学习兴趣、主动性和积极性.结论 高职医学检验技术专业"生物化学"课程运用CBL+PBL教学法效果较好,有利于学生核心能力培养和岗位需求.     

PBL教学法在医学影像学课程中的应用研究

在临床医学专业的医学影像学课程中开展PBL教学实践,并通过问卷调查和期末考核评估PBL教学法的教学效果.结果PBL教学法在医学影像学课程教学中具有激励学生学习的主动性,提高学习能力,培养合作能力等方面的优越性,但也存在加重学习负担,教学规范难以控制,学习效果两极分化的不足.     

临床医学定向生生物化学PBL教学实践研究

为使临床定向医学生成为全科型临床医学人才,文章就生物化学与分子生物学教学制订出PBL教学模式为主体的培养方案,从课程结构设计、PBL教学模式实施、教学效果分析和教师培养等多方面进行了探讨与研究。     

PBL教学模式在骨科实习生临床教学中的应用探讨

以问题为基础的教学法（Problem-based learning,PBL）是一种以自我学习为主,教师引导的新型教学方法。通过在骨科临床见习带教中采用PBL教学法,探讨实施PBL教学法的经验和存在的问题。     

PBL教学模式在骨科实习生临床教学中的应用探讨

以问题为基础的教学法(Problem-based learning,PBL)是一种以自我学习为主,教师引导的新型教学方法。通过在骨科临床见习带教中采用PBL教学法,探讨实施PBL教学法的经验和存在的问题。     

病例讨论教学法在高职检验生物化学教学中的应用

目的探讨病例讨论教学法在高职检验生物化学教学中的应用。方法在2016年2—7月以本校2015级普通专科检验1班的学生55人为对照组,检验2班的学生57人为实验组。对照组采用传统教学方法,实验组采用病例讨论教学法,学期结束评价教学效果,并调查实验组学生对病例讨论教学法的评价。计量资料采用t检验,计数资料采用χ2检验,P0.05为差异有统计学意义。结果对照组和实验组学生期末考试平均成绩分别为(81.27±8.36)、(86.15±9.43)分,与对照组相比,实验组学生考试成绩明显较好,对比差异有统计学意义(P0.05)。结论应用病例讨论教学法进行高职检验专业生物化学教学改革,有利于提高学生的学习兴趣、学习成绩和综合能力。     

营养学课程PBL教学改革的探索

[目的]探讨对医学生施行营养学课程PBL教学改革的必要性.[方法]将87名医学生分为实验组45名与对照组42名,实验组采用PBL教学法,对照组采用传统教学法.[结果]多数实验组医学生对PBL教学评价较高,PBL教学组国家公共营养师资格考试总分为(72.60±7.35)分,及格率是95.55％;传统教学组为(64.38±5.27)分,及格率是73.80,两组比较有统计学差异(P＜0.05).PBL教学组学生认为教学效果、查阅文献的能力、激发学习兴趣、分析解决问题能力明显增强,对营养学课程的学习有帮助,而传统教学组学生认为这4种教学效果变化不大(P＜0.05).[结论] PBL教学法优于传统教学法,有利于培养医学生分析问题、解决问题的能力,将其应用于营养学课程是可行的.     

医用生物化学课程教学探索

教好医用生物化学课要重视教学内容的针对性，教学方法和教学媒体的实效性。教学内容要接近生活，紧密联系专业需要沟通基础与专业的渠道，增强教学内容的生命力；紧跟学科前沿，把新的科研成果补充到教学内容中，培养学生的创新意向。根椐教学内容和学情，采用灵活多样的教学方法和多媒体课件，把某些难以用语言表达的东西展示出来，提高课堂教学质量的实效性。     

“立体式教学法”在医学检验专业生物化学检验教学中的应用效果分析

目的 探讨医学检验专业生物化学检验教学中采用“立体式教学法”的应用效果。方法 选取2018年6月-2021年10月医学检验专业的59名学生为研究对象,按照组间基本特征匹配的原则分为两组,其中对照组采用传统教学法,实验组采用差异立体式教学法。对比分析两组学生考核促进、教学效果及教学满意度。结果 实验组学生理论知识、检验分析及实践操作考核成绩分别为85.89±13.56分、85.45±12.23分及86.78±11.89分,显著高于对照组的72.23±11.21分、75.57±9.79分及75.12±10.11分（P<0.05）;实验组在符合学科特点、提高学习兴趣、提升自学能力及扩宽知识面等方面的有效率分别达到96.67%、93.33%、96.67%及93.33%,显著高于对照组的72.41%、65.52%、68.97%及68.97%(P<0.05);实验组总满意度96.67%,高于对照组的75.86%,但差异无统计学意义（P>0.05）。结论 医学检验专业生物化学检验教学中采用“立体式教学法”可获得良好的教学效果,提高学生的理论知识、病例分析和实践操作能力,学生对该种教...     

General competencies of problem-based learning (PBL) and non-PBL graduates

INTRODUCTION: Junior doctors have reported shortcomings in their general competencies, such as organisational skills and teamwork. We explored graduates' perceptions of how well their training had prepared them for medical practice and in general competencies in particular. We compared the opinions of graduates from problem-based learning (PBL) and non-PBL schools, because PBL is supposed to enhance general competencies. METHOD: We analysed the responses of 1159 graduates from 1 PBL and 4 non-PBL schools to a questionnaire survey administered 18 months after graduation. RESULTS: Compared with their non-PBL colleagues, the PBL graduates gave higher ratings for the connection between school and work, their medical training and preparation for practice. According to the graduates, the most frequently used competencies with sufficient coverage during medical training were expert knowledge, profession-specific skills and communication skills. The majority of the PBL graduates, but less than half of the non-PBL graduates, indicated that communication skills had been covered sufficiently. All the graduates called for more curriculum attention on working with computers, planning and organisation, and leadership skills. More PBL graduates than non-PBL graduates indicated that they had learned profession-specific methods, communication skills and teamwork in medical school. DISCUSSION: Overall, the graduates appeared to be satisfied with their knowledge and skills. The results suggest that the PBL school provided better preparation with respect to several of the competencies. However, both PBL and non-PBL graduates identified deficits in their general competencies, such as working with computers and planning and organising work. These competencies should feature more prominently in undergraduate medical education.     

PBL教学模式在传染病学教学中的应用

PBL教学模式是一种以问题为导向,以学生为中心,培养学生自学能力的教学模式,该模式在传染病学教学中的开展,可以提高学生解决实际问题和综合思考的能力。该文结合传染病学教学的现状,探讨PBL教学模式在传染病学教学中的应用,以提高教学质量,促进学生对本课程的学习兴趣。     

Development of a teaching style inventory for tutor evaluation in problem-based learning

OBJECTIVE: To develop and validate a self-rating instrument to assess teaching styles among tutors in problem-based learning (PBL). METHODS: The development of the teaching style inventory (TSI) was based theoretically on four types of teaching behaviours: the assertive, suggestive, collaborative and facilitative styles, as proposed by Bibace et al. A 35-item questionnaire was generated and evaluated for content validity by a group of experienced tutors. The questionnaire was mailed to 196 tutors at the National Taiwan University College of Medicine. The results were submitted for item analysis, internal consistency testing and exploratory factor analysis. Longterm test-retest reliability was assessed by a sample of 50 tutors after a 6-month interval. RESULTS: Finally, 118 tutors returned the questionnaires. In the item reduction process, seven items were excluded due to low interscale correlation. Principle component factoring yielded a three-factor solution that accounted for 48.5% of the total variance. Internal consistency coefficients of the four hypothetical domains ranged from 0.73 to 0.83. All domains correlated to each other as expected. Assertive and facilitative styles, which are theoretically opposite teaching styles, showed a negative correlation with each other. Most of the items of each hypothetical domain correlated better with their own domain than with other domains. Longterm test-retest correlations of the four domains ranged from 0.54 to 0.81. CONCLUSION: The TSI demonstrated high internal consistency reliability, acceptable longterm test-retest reliability, and construct validity. Further psychometric testing should focus on applicability to other populations, predictive validity and short-term test-retest reliability. This instrument can be used by programme directors for the recruitment of tutors and can also be used to increase the self-awareness of tutors.     

Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience

OBJECTIVES: To examine the contribution made to problem-based learning (PBL) by individual teachers and by departments in years 1 and 2 of a new graduate-entry medical programme (GEMP) with a PBL-based curriculum. METHODS: We compiled a database on all PBL tutoring undertaken in years 1 and 2 during the first 3 years in which the GEMP was delivered. This allowed us to quantify and analyse the contribution made by individuals and by departments. RESULTS: At 3 years following introduction of the GEMP, 136 (25.9%) of the school's 525 staff had trained as PBL tutors and 98 (18.7%) had tutored. Both individuals and departments differed greatly in the amount of time devoted to PBL tutoring. Staff who tutored once tended to tutor again in subsequent years. Compared with staff in clinical departments, those in non-clinical departments (who constituted 12% of the total) made a greater relative contribution though a smaller absolute contribution to tutoring. CONCLUSIONS: These findings prompted us to develop a formula that distributes the PBL tutoring load more evenly across departments. This was successfully introduced in 1999. It recognizes the fact that only a minority of staff will volunteer to become PBL tutors. Strategies that might encourage more staff to tutor are briefly discussed.     

以问题为导向的病例讨论教学法在临床教学中的实践

目的：探讨医学生在临床实习中以专题讲座为主与以问题为导向的病例讨论为主两种教学方式的教学效果。方法：2007-2008学年实习医生用专题讲座教学方式为对照组,2008-2009学年用问题为导向的病例讨论方式为实验组,对老师授课质量评价和实习生出科考试成绩进行比较。结果：实验组实习生对老师授课质量评价和实习生出科考试成绩均高于对照组。结论：以问题为导向的病例讨论的教学法对提高实习生的临床思维能力明显优于专题讲座,培养了实习生分析问题和解决问题的能力,取得了显著的教学效果。     

PBL教学在住院医师介入放射学教学中的应用

PBL教学模式是一种以问题为导向,以学生为中心,培养学生自学能力的教学模式。该文探讨PBL教学模式在介入放射学教学中的应用。通过总结分析PBL教学法的实践,认为该模式在介入放射学教学中的开展,有利于调动学生的学习积极性,并能提高其临床操作技能。可提高教学质量,有助于培养符合临床需要的合格介入放射学医师。     

PBL教学在中学生艾滋病教育中的探索应用

目的 探讨问题导向式学习(PBL)教学法在中学生艾滋病健康教育的应用效果,为拓展青少年艾滋病健康教育提供科学性参考。方法 随机选取本地区某中学初一年级2个班102名中学生,分别设置对照组与干预组,对照组采用传统课堂讲授法,干预组采用PBL教学法。干预前后采用同一问卷进行调查。结果 干预后,对照组仅在“艾滋病全称”等6项知识(χ2=6.029～9.434,P=0.004～0.028)的知晓率与“应将艾滋病病人进行隔离(χ2=17.275,P＜0.001)”、“应对艾滋病病人关心同情(χ2=5.696,P=0.017)”2个条目的态度正向率较干预前有所提高;干预组在各项知识知晓率与态度正向率较干预前均有所提高(χ2=3.840～23.520,P均＜0.001～0.05)。干预前,两组在知识知晓率及态度正向率方面的差异无统计学意义(P均＞0.05);干预后,干预组在“艾滋病的全称”等9项知识的知晓率均高于对照组(χ2=4.943～10.183,P=0.026～0.001),仅在“对艾滋病病人具有恐惧感”的态度正向率高于对照组(χ2=11.330,P=0.001)。结论 中学生艾滋病健康教育中,PBL教学法具有更好的教学效果,可以在传统课堂教授法的基础上结合运用。