PBL教学法在胸科麻醉教学实践中的效果分析
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摘要
目的探讨将PBL教学法应用于胸科麻醉教学的效果。方法选取我校80名学生,随机分为实验组和对照组,每组各40名学生。两组教学均由担任临床麻醉学胸科麻醉教学的同一专职教师讲授相同内容,然后对比分析两组学生对胸科麻醉理论知识掌握的情况、学习能力、分析问题能力、总结归纳能力及协作能力。结果实验组学生的各方面成绩及能力均优于对照组学生,差异有统计学意义(P<0.05)。结论 PBL教学模式能极大的提高学生分析和解决问题的技能以及终身自主学习的能力。
Objective The effect of PBL teaching method on thoracic anesthesia. Methods 80 students in our school were randomly divided into the experimental group and the control group, 40 students in each group. The two groups were served by teaching clinical anesthesiology thoracic anesthesia teaching with a full-time teacher taught the same content, the skill to grasp the knowledge of the theoretical knowledge of thoracic anesthesia, learning ability, ability to analyze the problem, the ability to summarize and summarize the ability and cooperation ability in two groups were compared and analyzed. Results The results and abilities of all the students in the experimental group were better than those of the control group, and the difference was statistically significant(P < 0.05). Conclusion The PBL teaching model can greatly improve the students' skills in analyzing and solving problems and the ability to study independently for life.
Objective The effect of PBL teaching method on thoracic anesthesia. Methods 80 students in our school were randomly divided into the experimental group and the control group, 40 students in each group. The two groups were served by teaching clinical anesthesiology thoracic anesthesia teaching with a full-time teacher taught the same content, the skill to grasp the knowledge of the theoretical knowledge of thoracic anesthesia, learning ability, ability to analyze the problem, the ability to summarize and summarize the ability and cooperation ability in two groups were compared and analyzed. Results The results and abilities of all the students in the experimental group were better than those of the control group, and the difference was statistically significant(P < 0.05). Conclusion The PBL teaching model can greatly improve the students' skills in analyzing and solving problems and the ability to study independently for life.
引文
[1]李泽生,冼利青.麦克玛斯特大学"问题学习法"[J].复旦教育论坛,2003,1(3):85-88.
[2]田悦,赵晓春,马晨光,等.探讨麻醉教学中使用PBL教学的价值[J].中国继续医学教育,2016,8(1):29-31.
[3]柯敬东,李彦平,田鸣.临床病例讨论在麻醉科临床教学中的作用[J].临床和实验医学杂志,2010,9(11):875-877.
[4]詹玉茹,张君婷,鄢彭宇,等.PBL教学法在临床麻醉学见习中的应用[J].中国医疗前沿,2012,7(14):89-89.
[5]武志兵,吴海萍,刘学敏,等.PBL教学法在麻醉解剖教学中的应用[J].解剖学杂志,2009,32(6):843-844.
[6]孙永兴,熊军,王惠军.PBL联合案例分析教学法在麻醉实习教学中的应用[J].中国医药导刊,2014,16(11):1437-1438.
[7]林多茂,张建琪,闫旭明,等.PBL教学法在麻醉科实习中的应用[J].基础医学教育,2015,17(4):337-339.
[8]许勇,秦国民,孙雪华,等.PBL与多种方式相结合的教学模式的探索--PBL教学法在"麻醉药理学"中的应用[J].中国高等医学教育,2011,24(6):103-104.
[2]田悦,赵晓春,马晨光,等.探讨麻醉教学中使用PBL教学的价值[J].中国继续医学教育,2016,8(1):29-31.
[3]柯敬东,李彦平,田鸣.临床病例讨论在麻醉科临床教学中的作用[J].临床和实验医学杂志,2010,9(11):875-877.
[4]詹玉茹,张君婷,鄢彭宇,等.PBL教学法在临床麻醉学见习中的应用[J].中国医疗前沿,2012,7(14):89-89.
[5]武志兵,吴海萍,刘学敏,等.PBL教学法在麻醉解剖教学中的应用[J].解剖学杂志,2009,32(6):843-844.
[6]孙永兴,熊军,王惠军.PBL联合案例分析教学法在麻醉实习教学中的应用[J].中国医药导刊,2014,16(11):1437-1438.
[7]林多茂,张建琪,闫旭明,等.PBL教学法在麻醉科实习中的应用[J].基础医学教育,2015,17(4):337-339.
[8]许勇,秦国民,孙雪华,等.PBL与多种方式相结合的教学模式的探索--PBL教学法在"麻醉药理学"中的应用[J].中国高等医学教育,2011,24(6):103-104.