引用本文:管欣 梁析 王峰 梁翔 巫金龙 祝巧良.以问题为基础的学习与传统教学对学生长期记忆效果及临床实习能力的影响[J].中华医学教育探索杂志,2015,14(2):190~194
以问题为基础的学习与传统教学对学生长期记忆效果及临床实习能力的影响
Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability
DOI:
中文关键词:  以问题为基础的学习  传统教学  长期记忆力
英文关键词:Problem-based learning  Traditional learning  Long-term memory
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作者单位
管欣 梁析 王峰 梁翔 巫金龙 祝巧良 Department of Thoracic Surgery, Shanghai Ninth People's Hospital, College of Clinical Medicine, Shanghai Jiao Tong University School of Medicine, Shanghai 200011, China 
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中文摘要:
      目的 探讨以问题为基础的学习(problem-based learning, PBL)与传统教学(tradi-tional learning, TL)对学生长期记忆效果及临床实习能力的影响。方法 选择上海交通大学医学院附属第九人民医院临床医学院2006、2007、2008级五年制本科学生共79人为研究对象。将其随机分为两组进行胸外科疾病食管癌教学改革,PBL组38人,TL组41人。通过两次考试评价,以及带教教师对学生的主观评价来评估教学效果。采用SPSS 17.0进行统计分析,考试成绩以x±s表示,组间比较行t检验;学生临床实习的主观印象评价结果采取等级秩和检验,检验水准α=0.05。结果 6个月后进行的第二次考试中,PBL组学生平均成绩为(76.66±5.94)分,TL组平均成绩为(73.59±5.74)分,两组学生成绩比较差异无统计学意义(t=1.85,P=0.068)。而在临床实习阶段教师对学生各种能力的主观评价上,PBL组要稍好于TL组,其中获得优、良的两组学生人次和比例比较差异无统计学意义,P值分别为0.065、0.277。结论 PBL教学的优势是培养学生解决问题的能力,但是对学生的知识长期记忆效果影响有限。
英文摘要:
      Objective To investigate effects of problem-based learning (PBL) and traditional learning (TL) on students' long-term memory and clinical practice ability. Methods Totally 79 5-year-program undergraduates of 2006, 2007, 2008 grade in school of clinical medicine of our hospital were randomly divided into PBL group (n=38) and TL group (n=41). The teaching effects were evaluated by two exams as well as teachers' subjective impression. SPSS 17.0 statistical analysis software was used; exam results were expressed as x±s; t test and rank sum test were used to analyze the exam results and subjective impression. α=0.05 was set as inspection level. Results In the second exam after 6 months, the mean exam scores were (76.66±5.94) and (73.59±5.74) in PBL group and TL group, without significant differences between the two groups (t=1.85, P=0.068). However, at clinical intern-ship stage, PBL group outperformed TL group based on the subjective evaluation (P=0.065, 0.277). Conclusion PBL can culture students' ability of problem-solving, but it is limited in culturing long-term memory.
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