PBL教学法在医学生理学教学中的应用效果评价

为探讨PBL教学方法在生理学教学中的应用效果，将生理学理论课的部分章节在2005级预防医学本科专业1个班（实验班）和2005级药学本科专业1个班（对照班），分别采用PBL教学方法和传统方法，采用期末考试成绩和问卷调查相结合的形式对教学效果进行评价。PBL教学组的考试成绩及及格率高于传统教学组（P〈0．05）。问卷调查结果显示：90．4％的学生认为PBL教学可提高学习积极性，88．5％认为提高学习兴趣，80．8％认为提高参与意识，80．8％认为加强师生沟通，82．7％认为提高语言表达能力，只有63．5％和55．8％的同学认为增强学生的实践能力和锻炼科学写作能力。该教学法可激发学生的学习兴趣，让学生有针对性地去探索并运用理论知识，以提高分析和解决问题的能力，促进学生对知识的掌握和运用，达到最终的教学目标。

An evalvation for applicable results of PBL in teaching medical physiology

To discuss the implementation and effectiveness of PBL in the teaching of medical physioloy, a study was conducted on two classes which are composed of 101 students enrolled in Bengbu Medical College. The preventive medicine class served as the experi- mental group while pharmacy class served as the control group. PBL was adopted in the experimental classes, whereas traditional teach- ing method was adopted in the control classes. Students＇ final examination results and questionaires were analyzed to evaluate the ef- fectiveness of PBL learning in medical physiology. There were significant differences between the two groups in the final examination test scores and passing rate （ P 〈 0.05 ）. When students were asked for their opinions of PBL teaching style and effectiveness, the sur- vey results showed： 90.4% believed that it will increase their enthusiasm, 88.5% believed in that it will increase interest, 80.8% believed that it will increase their awareness, 80.8% believed that it will strengthen communication between them and their teachers, 82.7% believed that it will improve their language abilities. However only 63.5% and55.8% of students believed that it will increase practical experience and improve writing skills. PBL is superior to the traditional method in its promotion of the activity, it can increase students abilities to apply their knowledge and participation in learning.