引用本文:刘丹,张阳,王岩梅,赵海燕.病例教学联合思维导图在病理生理学教学中的应用[J].中华医学教育探索杂志,2023,(1):66~69
病例教学联合思维导图在病理生理学教学中的应用
Case-based learning method combined with mind mapping in pathophysiology teaching
DOI:10.3760/cma.j.cn116021-20200911-01140
中文关键词:  病例教学  思维导图  病理生理学  教学改革
英文关键词:Case-based learning  Mind mapping  Pathophysiology  Teaching reform
基金项目:2019年首都医科大学燕京医学院教改项目(19jx01)
作者单位E-mail
刘丹 首都医科大学燕京医学院医学机能学教研室北京 101300  
张阳 首都医科大学燕京医学院医学机能学教研室北京 101300  
王岩梅 首都医科大学燕京医学院医学机能学教研室北京 101300  
赵海燕 首都医科大学燕京医学院医学机能学教研室北京 101300 zhaohaiyan99@sina.cn 
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中文摘要:
      目的 评价病例教学联合思维导图在病理生理学教学中的应用效果,为提高病理生理学教学质量提供依据。方法 选取首都医科大学燕京医学院2017级本科生124名学生作为研究对象,分为试验组60人和对照组64人。其中,对照组采用传统教学,试验组采用课上病例教学联合课后思维导图的教学方式。课程结束后通过云班课平时成绩和试卷成绩对教学效果进行评价。采用SPSS 17.0进行Wilcoxon秩和检验和Welch’s correction t检验。结果 试验组学习的积极性得到了有效的调动(P<0.001)、知识的理解力也优于对照组(P=0.020)。试验组的平均理论成绩优于对照组(P=0.036),主要表现为客观题成绩高于对照组(P<0.001)及简答和论述题成绩高于对照组(P=0.006),名词解释成绩差异无统计学意义(P=0.302)。结论 病例教学联合思维导图可显著提高病理生理学的教学质量。
英文摘要:
      Objective To explore the effect of case-based learning (CBL) combined with mind mapping on pathophysiology teaching. Methods Totally 124 undergraduate students from Batch 2017 of Yanjing Medical College of Capital Medical University were selected as research subjects, and they were divided into experimental group (n=60) and control group (n=64). The traditional teaching method was used in the control group, while the experimental group adopted CBL combined with mind mapping teaching method. At the end of the course, the teaching effectiveness was evaluated by the usual grades from Mosoteach online teaching platform and test performances. SPSS 17.0 was used to perform Wilcoxon rank sum test and the Welch's correction t test. Results The initiative of students in the experimental group was significantly improved than that in the control group (P<0.001), and the understanding ability was also better in the experimental group than the control group (P=0.020). The average theoretical scores of the experimental group were significantly better than those of the control group (P=0.036), with the main manifestations that the scores of objective questions were higher than those of the control group (P<0.001), and the scores of short answer and discussion questions were higher than those of the control group (P=0.006). There was no significant difference in noun interpretation scores between the two groups (P=0.302). Conclusion The CBL combined with mind mapping can significantly improve the teaching quality of pathophysiology.
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