引用本文:王杉1 吕文娟1 王学晶1 屈晨雪2 鲁炳怀3 李东1.病例设计在实验诊断学PBL教学中的作用探讨[J].中华医学教育探索杂志,2020,(8):886~890
病例设计在实验诊断学PBL教学中的作用探讨
Discussion on the role of case design in PBL teaching in laboratory diagnostics
DOI:
中文关键词:  病例设计  以问题为基础的学习  实验诊断学
英文关键词:Case design  Problem-based learning  Laboratory diagnostics
基金项目:
作者单位
王杉1 吕文娟1 王学晶1 屈晨雪2 鲁炳怀3 李东1 1北京大学民航总医院检验科 1000252北京大学第一医院检验科 1000343中日友好医院呼吸与重症医学科北京 100029 
摘要点击次数: 104
全文下载次数: 56
中文摘要:
      目的 探讨病例设计在PBL教学中的作用和影响因素。方法 以北京大学医学部2014级和2015级32名六年制本科生为研究对象,在实验诊断学实习课上实行PBL教学。通过问卷调查收集教师、学生和督导教师的反馈意见,分析4次PBL课的效果。其中五分制调研问卷和问答式调研问卷所得数据分别采用单因素方差分析和统计描述。之后进一步讨论病例编写过程存在的问题并总结病例设计经验。应用SPSS 13.0进行单因素方差分析。结果 五分制调研问卷结果显示,贫血PBL课在学生对教师、学生自评/互评中平均得分最高(4.84分、4.79分),与其他课程内容评分相比,差异有统计学意义(P<0.05)。问答式调研问卷结果显示,93.75%的学生对贫血病例教学形式比较认可;78.13%和59.38%的学生认为,感染和凝血的病例设置较有难度,影响了课堂效果;另有50%的督导教师认为,病例设计应该考虑到学生水平,避免口语化表达。结论 病例设计是PBL教学的关键,总结病例设计方面的经验,可以为PBL教学资料库的建立奠定良好基础。
英文摘要:
      Objective To investigate the role and influencing factors of case design in PBL teaching. Methods Thirty-two six-year-program undergraduates from the Department of Medicine of Peking University in batch 2014 and batch 2015 were selected as the subjects. PBL teaching was used in the practice class of experimental diagnostics. The feedback effects of four times PBL courses were analyzed by collecting questionnaires for teachers, students, and supervisors. The data obtained from the five-point questionnaire and the question-and-answer questionnaire were analyzed by one-way ANOVA and statistics respectively. Then the problems in case preparation process are discussed and the experience of case design is summarized. SPSS 13.0 was used in this study. Results The 5-point questionnaire showed that the average score of anemia PBL course was the highest among students' self-evaluation and mutual evaluation of teachers and students (4.84 points, 4.79 points), with statistical significance compared with other courses (P<0.05). The question-and-answer questionnaire survey showed that 93.75% of the students generally agreed with the teaching model of anemia cases; 78.13% and 59.38% of the students believed that it was difficult to set up cases of infection and coagulation, which affected the classroom effect; and 50% of the supervisors thinked that the students' level should be taken into account in case design and oral expression should be avoided. Conclusion Case design is the key to PBL teaching. Summarizing the experience of case design can lay a good foundation for the establishment of PBL teaching database.
查看全文  查看/发表评论  下载PDF阅读器
关闭
微信关注二维码