药理学PBL教学效果分析

目的评价药理学PBL教学效果。方法根据入学成绩,将湖北医药学院2007级和2009级新生采用随机分层方法分为实验班和普通班,分别于2009年和2011年药理学考试结束后,对两个年级实验班和普通班成绩进行平均分、优秀率、及格率以及题型类别分析;在2011年药理学教学结束后,以调查问卷形式,考察2009级学生对教学效果的满意度。组间平均分和百分率比较分别采用u检验和χ2检验。结果 2007级和2009级PBL教学实验班考试成绩平均分、优秀率、及格率明显高于普通班(P<0.01或P<0.05);在不同类型的题目方面,除了解内容外,实验班得分率明显高于普通班或有高于普通班的显著趋势。问卷调查显示,在反映教学效果的10项指标方面,2009级实验班对教学效果的满意度明显高于普通班(P<0.01或P<0.05)。结论 PBL教学效果良好,学生认可度高,有利于培养高素质人才。

Effect analysis of pharmacology PBL teaching

Objective To evaluate the effects of pharmacology problem-based learning（PBL） teaching. Methods According to scores of entrance exam, the freshmen in grade 2007 and 2009 of Hubei University of Medicine were divided into experiment and control class by stratified random. Their pharmacology exam scores were analyzed in aspect of average score, excellence percentage, pass percentage and subject category in 2009 and 2011. The satisfactory degree of students in grade 2009 for teaching effects was investigated with questionnaire at the end of pharmacology teaching in2011. Group comparisons on average score and percentage were carried out with u test and chi square test, respectively. Results The average score, excellence percentage and pass percentage of PBL experiment classes of grade 2007 and2009 were better those of control classes（P 0.01 or P 0.05）. With regard to the scores of distinguished type subjects, PBL experiment classes also surpassed control classes or had the trend of surpassing the latter, except for understanding contents. The questionnaire investigation showed that the satisfactory degree of experiment class in grade 2009were better than control class in the aspect of ten indices of teaching effect obviously（P 0.01 or P 0.05）. Conclusion The effects of PBL teaching are excellent and students have high satisfactory degree to it. It has benefit for cultivating high-quality talents.