性格色彩分析在器官系统整合课程PBL教学中的应用探索

  目的  探索“性格色彩分析”对提高器官系统整合课程PBL教学效果的作用。  方法  选取昆明医科大学2017级临床医学专业创新班50名学生为对照班,按照学生学号顺序进行分组；选取2019级临床医学专业创新班58名学生为实验班,该班学生根据性格色彩分析理论进行分组。分别比较实验班和对照班考试成绩、成绩分布以及组间差异。  结果  实验班考试成绩提高，与对照班比较差异有统计学意义（P < 0.05）；实验班 < 9分人数比例（10%）较对照班（18%）下降，实验班13～15分人数比例（40%）较对照班（14%）明显提高；实验班组间比较无显著性差异，但对照班组间比较差异有统计学意义。  结论  将“性格色彩分析”理论应用到器官系统整合课程PBL教学中，能够减少组间差距，提高教学效果，值得进一步推广应用。

Application of Personality Color Analysis in PBL of Organ-System Integration Course

  Objective  To discover the role of “personality color analysis” in improving PBL teaching efficiency of Integration course.   Methods  Fifty students from 2017 innovative class of Kunming Medical University were selected as the control class, the students were grouped according to their student numbers.58 students from 2019 innovative class of were selected as the experimental class, and the students were grouped according to the “personality color analysis” theory. The scores, grades and differences between groups were compared.   Results   There was a significant difference （P < 0.05） in the scores of the two classes, and comparing the grade distribution of the two classes, the proportion of students in the experimental class （10%） with < 9 points were lower than that in the control class （18%）, and the proportion of students in the experimental class （40%） with 13-15 points was higher than that in the control class （14%）. Furthermore, there was no difference between groups in the experimental class, but there was a significant difference between groups in the control class.   Conclusion  Applying the theory of “personality color analysis” to the PBL of organ-system integration course reduces the gap between groups and improve the learning efficiency, which deserves further application and popularization in PBL.