| 基金项目:]黑龙江省教育厅十二五规划课题(GBC1214074)；黑龙江中医药大学教育教学研究基金(XJJ2013045)；孙远征全国名老中医药专家传承工作室项目。 |
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| 中文摘要: |
| 目的 研究渐进式以问题为基础的学习（problem-based learning, PBL）在神经病学教学中的应用效果。方法 将110名5年制本科生随机分为传统教学（lecture-based learning, LBL）组和渐进式PBL教学组，每组55名学生。教学内容包括基础知识、临床技能、病例剖析和文献检索。渐进式PBL教学按引入阶段、过渡阶段、PBL阶段渐进式教学。教学结束分别以理论知识、实践技能考试成绩及问卷调查作为指标，比较LBL组和渐进式PBL教学组的教学质量。并采用Pearson χ2检验分析学生性别、生源地城乡属性、相关学科知识基础掌握程度和组内贡献对渐进式PBL教学考试成绩的影响。结果 渐进式PBL组理论知识成绩显著低于LBL组[(78.49±3.15) vs.( 81.94±5.37)，T=-4.11，P<0.001]，临床技能操作成绩[(86.34±9.16) vs.( 80.96±7.85)，T=1.63，0.002 |
| 英文摘要: |
| Objective To evaluate the effect of progressive problem-based learning(PBL) in teaching of neurology and study its impact factors. Methods A total of 110 5-year undergraduate students were randomly divided into LBL and progressive PBL groups, with 55 students in each group. Both groups accepted basic knowledge, clinical skills, case analysis and document retrieval teaching. Progressive PBL were given by three steps including introduction phase, transition phase and PBL stage. At the end of the internship, theoretical knowledge，practical skill scores and questionnaires were used to evaluate the effects of different teaching methods. Pearson χ2 test was used to analyze the effects of gender, urban-rural character, mastery of relevant based knowledge and intra-group contribution on examination results of progressive PBL. Results Theoretical knowledge score of progressive PBL group was significantly lower than LBL group [(78.49±3.15) vs.( 81.94±5.37)，T=-4.11，P<0.001], while clinical skill score[(86.34±9.16) vs.( 80.96±7.85), T=1.63, 0.002 |
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