医学病毒学实验课PBL教学改革

目的：探讨以问题为基础的学习（problem-based learning， PBL）在医学病毒学实验教学中的应用。方法将2011级临床医学专业学生随机分为2组，实验组45人（含五年制20人、七年制25人）采用PBL教学，对照组63人（含五年制38人、七年制25人）采用传统教学。对比两组学生的实验成绩、医学病毒学理论成绩和期末理论成绩，并对实验组学生行问卷调查；考试成绩采用t检验，用SPSS统计软件包进行分析。结果实验组七年制学生的医学病毒学理论成绩明显高于对照组七年制学生（P＆lt;0.05），其他成绩2组差异无统计学意义。问卷显示，实验组学生对PBL可激发兴趣、锻炼病案分析与实验设计能力、促进知识理解和掌握方面满意度高；七年制学生对PBL可提高循证和归纳总结能力、五年制学生对PBL可提高自主学习能力和演绎素材能力满意度略低。结论联系公共卫生事件的医学病毒学实验课PBL教学能够激发学生学习兴趣，促进学生掌握知识，培养其良好的公共卫生意识。但需根据五年制和七年制学生学习能力对PBL教学流程作适当调整。

PBL teaching reform on medical virology experiment course

Objective To evaluate PBL teaching results in medical virology experiment course. Methods Medical students of class 2011 were randomized assigned into PBL group （n=45, 20 five-academic-year students and 25 seven-academic year students） and control group （n=63, 38 five-academic-year students and 25 seven-academic year students）. Teaching effectiveness was evaluated by scores of experiment, medical virology examination and final examination. PBL group was surveyed with questionnaire. SPSS statistical software was used and t test was employed to do analysis. Results Scores in medical virology examination were higher in seven-academic-year students in PBL group than in control group and there was no difference in other two examination scores between the two groups. Survey showed that interest motivation, case analysis, experiment design and knowledge grasp-ing in PBL group were highly satisfied. However, evidence-based and generalization ability among seven-academic-year students as well as autonomous learning ability and ability to deduce material among five-academic-year students were not completed satisfied. Conclusions PBL with public health events in medical virology experiment course can develop students＆#39; intrinsic motivation, knowledge grasping and public health awareness. However, PBL methods should be adjusted to suit different academic students.