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| 中文摘要: |
| 目的 探索采用闭环（Closed-loop）反馈控制的以问题为导向的学习（Problem-based Learning，PBL）在呼吸病学教学中的应用价值。方法 我们教学队伍尝试在PBL教学中，在学生开放式询问与讨论以及PBL自主学习结束以后，通过组织医学生小组PPT汇报﹑书面总结与机制图展示结合给予闭环反馈。在闭环反馈前后各观察师生的教学参与度﹑授课质量评价﹑学生对重点知识点的辨识度﹑对重点症状特性掌握的维度以及PBL教学工作满意度，并进行闭环反馈前后的比较。结果 研究结果发现闭环反馈能提高导师教学参与度自我评价（闭环反馈前后分别为7.97±0.91和8.77±0.64，P <0.0001）及学生对导师教学参与度的评价（闭环反馈前后分别为8.09±0.79和8.74±0.45，P <0.0001）。同时提高学生对导师授课质量的评价（闭环反馈前后分别为88.61±6.53和92.59±5.44，P <0.0001）。通过闭环反馈，学生对大纲要求知识点的辨识度明显升高（闭环反馈前后分别为84.00±21.75和90.22±16.18，P =0.017），对PBL教学工作的整体满意度也明显提高（8.93±0.67和9.37±0.64，P <0.0001）。结论 通过有效实践，证明闭环反馈控制PBL教学方法对呼吸病学教学中能够起到良好的教学效果，值得临床教学推广。 |
| 英文摘要: |
| Objective: To explore the value of Problem-based Learning (PBL) controlled by closed loop feedback in the teaching of respiratory system diseases. Methods: We tried to give closed-loop feedback on PBL teaching, after students undefined open inquiry and discussion based PBL autonomous learning. Closed-loop feedback contained the organization of students’ PPT reports, written summary and mechanism diagram display.Before and after closed-loop feedback, the participation of teachers and students, teaching quality, the degree of students’ identification of key knowledge points, the breadth and depth of mastering the characteristics of key symptoms and the satisfaction of PBL teaching work were investigated, and the difference was compared between before and after the closed-loop feedback. Results: Closed-loop feedback can improve the self-evaluation of tutor’s teaching participation (7.97 ±0.91 and 8.77 ±0.64, before and after closed-loop feedback, respectively; P < 0.0001) and students evaluated teaching participation of tutor (8.09 ±0.79and 8.74 ±0.45, before and after closed-loop feedback; P < 0.0001). At the same time, the teaching quality of tutors was improved (88.61 ±6.53 and 92.59 ±5.44, before and after closed-loop feedback, P < 0.0001). After closed-loop feedback, the students’ identification of the required knowledge points in the syllabus was significantly increased (84.00 ±21.75 and 90.22 ±16.18, P = 0.017, respectively, before and after closed-loop feedback). The overall satisfaction with PBL teaching was also improved obviously (8.93 ±0.67 and 9.37 ±0.64, P < 0.0001). Conclusion: Through effective practice, it is proved that the Closed-loop PBL teaching approach can play a good effect on respiratory system, and it is worth popularizing in clinical teaching. |
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