妇产科教学中PBL教学法的三要素分析

PBL（Problem—Based Learning）教学模式足以问题为基础的教学模式,是1969年由美国的神经病学Barrow教授在加拿大的麦克马斯特大学首创,80年代后在jE美获得了较快的发展,这种课程模式已经成为当今世界医学教学改革的趋势。PBL与传统的授课为基础的教学模式（Lecture Based Learning LBL）有很大的差异,PBL教学法改变了以往的单向式教学法,它基本特点是以问题为基础、以学生为中心、以教师为引导的小组讨论及自学的教学模式：在这种教学模式中,教师、学生和问题是PBL课程的三个重要要素。我们在2008—2009年期间,对《妇产科学》中的部分课程教学试行了PBL教学模式。     

PBL教学在三年制高专口腔医学专业教学中的应用探讨

PBL教学法在培养学生自主学习、独立解决实际问题的综合能力方面具有重要作用.我们特此教学方法应用于三年制高专口腔医学专业的教学改革中取得了良好的效果.     

PBL教学在三年制高专口腔医学专业教学中的应用探讨

PBL教学法在培养学生自主学习、独立解决实际问题的综合能力方面具有重要作用。我们将此教学方法应用于三年制高专口腔医学专业的教学改革中取得了良好的效果。     

PBL教学法在胸外科临床实习教学中的应用

<正>PBL(problem-based learning)是一种新颖的教学方法,它是以问题为基础、以学生为中心、以教[1]师为主导的小组讨论式教学。这一教学模式由美国神经病学教授Barrows于1969年在加拿大麦克马斯特大学首次提出,经过多年的完善和发展,已经得到了[2]当今世界教育界的广泛认同,并在各国广泛推广。目前PBL教学模式已经成为我国医学临床教学改革探索的新方向。胸外科是一门专业性和实践性都很     

护理专业解剖学应用非典型PBL教学的探索

随着现代护理教育改革的不断深入,通过引入新的教育理念促使传统的解剖学课程教学与护理专业的培养目标贴近,是护理教育改革的重要内容之一。实践证明,“以问题为中心教学法”（Problem-base learning,PBL）对提高学生临床思维能力、分析问题和解决问题的能力相比传统的教学方法具有更大的优越性。但是如何使这样一种产生于西方教育背景下,     

妇产科学双语教学查房中PBL教学方法应用效果观察

目的观察妇产科学双语教学查房中PBL教学法的应用效果。方法60名实习本科生,随机分为PBL教学组和对照组各30例。PBL教学组采用PBL教学模式进行双语教学查房,对照组采用常规教学模式。实习结束时对两组学生妇产科专业英语水平（包括听力、阅读和翻译）和临床实践能力（包括临床思维能力、医疗文书撰写能力）进行考核并评分。结果PBL教学组学生妇产科专业英语水平和临床实践能力均优于对照组（P均〈0．05）。结论妇产科学双语教学查房中PBL教学法的应用效果满意。     

PBL法临床病例讨论对医学生临床实践能力培养的研究

目的 PBL法的临床病例讨论对医学生临床实践能力培养的影响.方法在我院03级临床本科生产实习中采用PBL教学法进行病例讨论.对比我院02、03级出科考试病例分析成绩及03级未采用PBL教学法进行病例讨论的学生的病例分析成绩.结果采用PBL教学法进行病例讨论组病例分析成绩高于对照组.     

病理生理学PBL教学改革的探索和实践

本文介绍了我系自2004年起开展以心力衰竭为专题的PBL教学改革。学生根据病例自学心力衰竭的病理生理知识,各小组推荐发言人对所学知识进行总结陈述,并写出相关的读书报告。在PBL教学工作中,编写病例和小组讨论十分重要,同时要注重教师角色的转换以及与其他学科的配合。     

PBL教学在医学院形态学教学中的应用

PBL是以问题为基础的一种学习方法,学生通过自学的形式掌握系统知识,达到教学的目的,提高学生对知识的运用及解决问题的能力。本文就PBL教学的优势、具体实施方案及不足进行了系统的阐述。     

PBL教学模式在组织学与胚胎学教学中的应用和探讨

<正>基于问题的学习(problem-based learning,PBL)是由美国神经病学教授Barrows于1969年创立的一种自主学习模式。经过多年的完善和发展,PBL已经成为国际上公认的、最受欢迎的三大教学方法之一,目前已经成为我国医学教学改革探索的新方向[1]。PBL教学法的特点是以问题为基础、以学生为中[2]心、以教师为主导的小组讨论式教学法。它强调把学习设置于复杂而有意义的问题情境中,让学生通     

Design and Evaluation of a Simulation for Pediatric Dentistry in Virtual Worlds

Background

Three-dimensional virtual worlds are becoming very popular among educators in the medical field. Virtual clinics and patients are already used for case study and role play in both undergraduate and continuing education levels. Dental education can also take advantage of the virtual world’s pedagogical features in order to give students the opportunity to interact with virtual patients (VPs) and practice in treatment planning.

Objective

The objective of this study was to design and evaluate a virtual patient as a supplemental teaching tool for pediatric dentistry.

Methods

A child VP, called Erietta, was created by utilizing the programming and building tools that online virtual worlds offer. The case is about an eight-year old girl visiting the dentist with her mother for the first time. Communication techniques such as Tell-Show-Do and parents’ interference management were the basic elements of the educational scenario on which the VP was based. An evaluation of the simulation was made by 103 dental students in their fourth year of study. Two groups were formed: an experimental group which was exposed to the simulation (n=52) and a control group which did not receive the simulation (n=51). At the end, both groups were asked to complete a knowledge questionnaire and the results were compared.

Results

A statistically significant difference between the two groups was found by applying a t test for independent samples (P<.001), showing a positive learning effect from the VP. The majority of the participants evaluated the aspects of the simulation very positively while 69% (36/52) of the simulation group expressed their preference for using this module as an additional teaching tool.

Conclusions

This study demonstrated that a pediatric dentistry VP built in a virtual world offers significant learning potential when used as a supplement to the traditional teaching techniques.     

Dental Approach in the Pediatric Oncology Patient: Characteristics of the Population Treated at the Dentistry Unit in a Pediatric Oncology Brazilian Teaching Hospital

OBJECTIVES:

The objective of this paper was to characterize the population seen at the dentistry unit of the hematology-oncology service of the Oncology-Hematology Service, Instituto da Criança at the Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo. Oral problems resulting from cancer therapy increase the risk of infection, length of hospital stay, treatment cost and negative impact on the course and prognosis of the disease.

METHOD:

Of the 367 medical records of cancer patients seen from November 2007 until December 2008: 186 with a cancer diagnosis and complete clinical data were selected, while 20 with a cancer diagnosis and incomplete records were excluded; 161 medical records with only hematological diagnosis were also excluded. The following characteristics were assessed: ethnicity, gender, age, diagnosis and characteristics of the neoplasm, cancer therapy status and performed dental procedures.

RESULTS:

Review of 1,236 visits indicated that 54% (n=100) of the patients had blood cancers, 46% (n=86) had solid tumors and 63% were undergoing anticancer therapy. The proportion of males (52.7%) in the study population was slightly greater. The most common cancer was acute lymphocytic leukemia (32.2%). Cancer occurred more often among those patients aged 5 to 9 years. The most common dental procedures were restorative treatment, preventive treatment and removal of infectious foci.

CONCLUSION:

The characteristics of the studied population were similar to those of the general Brazilian and global populations, especially regarding gender and diagnosis distributions. The aim of implementation of the dentistry unit was to maintain good oral health and patients’ quality of life, which is critical to provide oral care and prevent future oral problems.     

PBL教学方法在解剖实验教学中的应用

本文以提高学生的综合素质为目的,将PBL教学方法应用在解剖实验教学中。该方法以问题为基础,可以提高学生对解剖实验教学的兴趣性,增加学生的动手能力和学生主动性学习的能力。本文首先分析了PBL教学的优势和解剖实验教学的改革以及需要注意事项,从三个方面对解剖实验教学引入PBL教学方法进行探讨,同时对提高解剖实验教学质量做一种新的尝试。     

医学物理学教学中的案例教学法探析

案例教学法是推进素质教育,培养高水平的应用型医学人才的重要方法和手段之一。随着启发式教学法内涵的拓展,案例式教学法在教学中的重要性日益凸显。我们在医学物理学教学实践的环节中应用了案例式教学法,经过三年的摸索和实践,使案例式教学法完善化和系统化,让案例和案例教学法成为教师教育中的标准教学法之一。在医学物理学教学中应用案例式教学法,首先要正确理解医学物理学中的案例和案例式教学法,才能精选案例,精用案例;其次要注重教学方法的多样性,活化案例式教学法,突出案例教学法的“医学物理”特色。实践证明,案例式教学法不仅有助于学生感受、理解知识,培养学生的创新能力、实践能力和创业精神,同时也有助于提高教师的教学水平,做到“教”、“学”相长,取得双赢效果。     

PBL法在病理生理学实验教学中的应用

病理生理学实验是病理生理学的重要组成部分。传统病理生理学实验教学存在一些弊端,其中对学生在实验中自主性培养的忽视尤为严重。PBL教学法在培养学生自主解决问题的能力方面则有很大优势。如果能够将PBL教学法积极应用于病生实验中,必将使传统病生实验教学大大改进。     

Intensive Treatment of Pediatric OCD: The Case of Sarah

While cognitive behavior therapy (CBT) either alone or in combination with pharmacotherapy (e.g., selective serotonin reuptake inhibitor) has received strong empirical support for obsessive‐compulsive disorder (OCD; Geller & March, 2012), this treatment is often inaccessible for children and their families. Barriers to accessing CBT include a lack of trained therapists, clinician and patient beliefs about CBT, and geographical and financial barriers (Goisman et al., 1993; Marques et al., 2010; Turner, Heyman, Futh, & Lovell, 2009). Furthermore, while the majority of therapists endorse a CBT orientation, exposure therapy is rarely used in routine clinical practice (Whiteside, Deacon, Benito, & Stewart, 2016). This case study therefore describes an intensive 2‐ or 3‐session treatment of childhood OCD (e.g., Farrell et al., 2016) to improve efficient and rapid delivery of evidence‐based treatment. The case of Sarah illustrates this intensive treatment model and highlights clinical considerations for therapists when delivery a concentrated, time‐limited treatment.     

小儿肝的年龄解剖学研究

分六个年龄组观察了180个(男98,女82)小儿肝的形态、度量、位置及体表投影.小儿肝相对较大,右叶大于左叶,下界位置较低并逐渐上移.在右锁骨中线的肋弓下一般均可触到.小儿肝重随其年龄(身高)的增长而增长,其增长速度相对较慢,尤以Ⅶ组小儿更明显.     

PBL与LBL相结合的医学文献检索课教学模式

现行的PBL和LBL各有其优势和不足,将两种教学方法相结合,构建适于文献检索课教学的新模式。PBL与LBL相结合的教学模式可以激发学生的学习热情,有助于医学文献检索课教学质量的提高。     

PBL教学法在研究生干细胞课程教学中的应用

在研究生教学中应用有课程特色的PBL教学法是拓展其应用的新思路.根据干细胞课程的特点,探索尝试与干细胞课程相适应的、多样化有课程特色的PBL教学法并加以实施,一定程度上克服了传统教学方法的弊端,对于提高研究生科研素质及创新能力起到积极的作用.