PBL与LBL结合教学法在中医外科学教学的效果评价

目的探讨PBL与LBL结合教学法在中医外科学教学中的使用效果。方法以2018年3月-2019年3月在我院接受中医外科学的学生为研究对象,随机分为:50例研究组和50例对照组。研究组采取PBL与LBL结合教学法,对照组采取常规教学。对比两组学生入科成绩及出科考试成绩;两组学生对于老师不同教学方法的课堂教学效果;两组学生批判性思维能力。结果两组学生入科成绩分别为(72.34±4.38)分(、73.69±5.02)分,两组结果比较差异无统计学意义(P>0.05);研究组学生出科考试成绩高于对照组,两组结果比较有差异(P<0.05);研究组学生对于老师教学方法的课堂教学效果高于对照组,两组结果比较差异有统计学意义(P<0.05)。研究组学生批判性思维能力高于对照组,两组结果比较差异有统计学意义(P<0.05)。结论PBL与LBL结合教学法可以提高中医外科学教学效果,提高学生学习兴趣、能力、素质和求知欲。

The Effect Evaluation of PBL and LBL Combination Teaching Method in Surgery Teaching of Traditional Chinese Medicine

Objective To explore the effect of the combined of PBL and LBL teaching method on the teaching of traditional Chinese medicine surgery.Methods From March 2018 to March 2019,the students who received the course of Traditional Chinese Medicine Surgery in our hospital as the research object were randomly divided into the study group and the control group,50 cases in each group.The research group adopted the combined of PBL and LBL teaching method,and the control group adopted conventional teaching.The two groups of students’entrance and exit examination results were compared.The two groups of students’classroom teaching effects on different teaching methods of teachers;and the two groups of students’critical thinking ability.The classroom teaching effects of the teacher’s different teaching methods and the two groups of students’critical thinking skills were compared.Results The admission scores of the two groups of students were(72.34±4.38)points and(73.69±5.02)points.There was no significant difference in the results between the two groups(P>0.05).The students in the research group had higher exit examinations scores than the control group.There was a difference in the results between the two groups(P<0.05);The classroom teaching effect of the study group was higher than that in the control group,and there was a statistically significant difference between the two groups(P<0.05).The critical thinking ability of the students in the study group was higher than that in the control group,and there was a statistically significant difference between the two groups(P<0.05).Conclusion The combination of PBL and LBL teaching method can improve the teaching effect of traditional Chinese medicine surgery,and improve students’learning interest,ability,quality and thirst for knowledge.