问题式教学法在中医内科学教学中的应用

目的 探讨基于问题学习(problem based learning,PBL)的教学模式在中医内科学教学中的应用效果.方法 将山东中医药大学第一临床医学院73名中医学专业学生采用随机数字表法分为观察组36人和对照组37人,分别采用PBL、基于课堂的学习(lecture based learning,LBL)2种不同的教学方法,开展前瞻性、平行随机对照研究,以问卷调查形式进行教学效果的评价.结果 观察组活跃课堂气氛[(3.5±0.7)分比(3.2±0.6)分,t=2.275]、提高课堂注意力[(3.6±0.6)分比(3.2±0.7)分,t=2.778]、益于知识融会贯通[(3.5±0.6)分比(3.0±0.6)分,t=2.818]、提高自学能力[(3.6±0.6)分比(3.0±1.1)分,t=2.935]、提高分析问题能力[(3.7±0.5)分比(3.1±1.0)分,t=3.072]、提高中医思辨能力[(3.5±0.6)分比(3.1±0.9)分,t=2.431]、提高协作能力[(3.6±0.6)分比(3.0±1.0)分,t=3.049]、提高交流能力[(3.7±0.5)分比(3.0±1.0)分,t=3.864]、提高创新意识[(3.2±0.7)分比(2.7±0.9)分,t=2.423]评分均高于对照组(P<0.05或P<0.01).观察组调查问卷综合评价[(45.2±5.1)分比(40.4±8.1)分,t=3.048]高于对照组(P<0.01).结论 PBL教学法在培养学生知识、能力和素质及其总体教学效果方面优于LBL教学法.

The application research of PBL teaching method in "Chinese internal medicine" teaching

Objective This paper explores the application effects of the teaching mode of"Problem-based Learning (PBL)" in Chinese internal medicine teaching. Methods 73 students from the major of traditional Chinese medicine from the First Clinical Medical College of Shandong University of Traditional Chinese Medicine are divided into observation group(36)and control group(37)with the random number table. Two different teaching methods, i.e., PBL and LBL (Lecture Based Learning), are employed to carry out prospective and randomized controlled study at parallel level, and then questionnaire are used to evaluate the teaching effects. Results The average scores of the observation group are high than those of the controlled group in the following aspects:the active classroom atmosphere(3.5 ± 0.6 vs.3.2 ± 0.6,t=2.275),improving classroom attention(3.6 ± 0.6 vs.3.2 ± 0.7,t=2.778),benefiting to the grasping of knowledge(3.5 ± 0.6 vs.3.0 ± 0.6,t=2.818), improving the self-taught ability(3.6 ± 0.6 vs.3.0 ± 1.1,t=2.935),improving the ability of analyzing problems(3.7 ± 0.5 vs. 3.1 ± 1.0, t=3.072), improving TCM thinking ability (3.5 ± 0.6 vs. 3.1 ± 0.9, t=2.431), enhancing the cooperative ability(3.6 ± 0.6 vs.3.0 ± 1.0,t=3.049),improving the communication ability(3.7 ± 0.5 vs.3.0 ± 1.0, t=3.864)and improving the innovation consciousness(3.2 ± 0.7 vs.2.7 ± 0.9,t=2.423)(P<0.05 or P<0.01).The score of the comprehensive evaluation of the questionnaire in the observation group are higher than that in the controlled group (P<0.01). Conclusions PBL teaching method has remarkable advantages over LBL teaching method in training the knowledge, ability and quality of students, as well as the overall teaching effect.