| 基金项目:湖南省普通高校教学改革研究项目（2017-208）；湖南中医药大学教研教改课题（2015-9）；湖南省普通高校教学改革研究项目（2018-298）；湖南省普通高校教学改革研究项目（2016-341） |
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| 中文摘要: |
| 目的：探讨“LBL、CBL、PBL、心智图”四轨教学法（LBL：以授课为基础的教学；CBL:以案例为基础的教学；PBL:以问题为基础的教学）在中西医结合儿科学教学中的应用效果。方法：将175名中西医结合临床专业七年制学生分为实验组与对照组，实验组采用“LBL、CBL、PBL、心智图”四轨教学方法，对照组采用“LBL+CBL”的传统教学方法。结果：实验组学生对“LBL、CBL、PBL、心智图”四轨教学模式做出了高度评价，实验组在教学方法满意程度、激发学习兴趣、提升创新思维能力、提高临床诊疗思维能力、增强记忆方面明显优于对照组(P＜0.05)，且实验组学生在期末考试成绩方面显著高于对照组(P＜0.05)。结论：与传统教学方法相比，“LBL、CBL、PBL、心智图”四轨教学模式能提高中西医结合儿科学的教学质量，可以在教学实践中进一步整合完善运用。 |
| 英文摘要: |
| 【Abstract】To explore the application effect of four track teaching method of "LBL, CBL, PBL, mind map" (LBL:Lecture-BasedLearning;CBL:Case-BasedLearning;PBL:Problem-Based Learning) in the teaching of Pediatrics of integrated traditional Chinese and Western Medicine.Methods:175 seven-year integrated traditional Chinese and Western medical students were divided into experimental group and control group. The experimental group was taught by the four tracks teaching method of "LBL, CBL, PBL and mind map", while the traditional teaching method of "LBL+CBL" was applied to the control group. Results: The students in the experimental group highly evaluated the four track teaching mode of "LBL, CBL, PBL and mind map".The experimental group was better than the control group in these aspects: satisfaction of teaching methods，arousing interest in learning, improving the ability of creative thinking, improving the thinking ability of clinical diagnosis and treatment, and enhancing memory in the experimental group (P＜0.05)，And the students' mid-term, final and comprehensive scores in the experimental group were significantly higher than those in the control group (P< 0.05).Conclusion: Compared with traditional teaching methods, the four tracks teaching model of "LBL, CBL, PBL and mind map" can improve the teaching quality of Pediatrics of integrated traditional Chinese and Western Medicine, and can be further integrated and perfected in the teaching practice. |
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