案例教学法和PBL教学法在肿瘤学教学中的应用价值探讨
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摘要
目的探讨在医学肿瘤学教学中,案例教学法和PBL教学法与传统教学法的效果有无区别。方法将99位学生分为PBL组、案例教学组和SBL组,三组中,分别采用PBL、案例教学、传统教学进行肿瘤学各论内容的教学,分析比较三组教学效果的差异。结果案例教学法和PBL教学法在分析、解决、归纳问题的能力等方面优于SBL教学法,考试成绩差异有统计学意义。结论与SBL教学法比较,PBL和案例教学法均具有一定的优越性,更适合肿瘤学临床教学,在以后的医学肿瘤学教学中,可以适当采用PBL和案例教学法,提高教学效果。
Objetive To explore the difference between case-based teaching method, PBL and traditional teaching method in medical oncology teaching. Methods Ninety-nine students were divided into PBL group, Case teaching group and SBL group. PBL, case teaching and traditional teaching were respectively adopted for the experiment teaching of special oncology. Teaching effects among three groups were analyzed and compared. Results Case teaching method and PBL have advantage over SBL when it comes to analyzing, solving and summarizing problem ability, and there is a statistically significant difference in exam results. Conclusion Compared with SBL, PBL and Case teaching method are more effective and more suitable for the clinical teaching of oncology. In the future teaching of medical oncology, PBL and Case teaching method could be adopted appropriately to improving teaching effects.
Objetive To explore the difference between case-based teaching method, PBL and traditional teaching method in medical oncology teaching. Methods Ninety-nine students were divided into PBL group, Case teaching group and SBL group. PBL, case teaching and traditional teaching were respectively adopted for the experiment teaching of special oncology. Teaching effects among three groups were analyzed and compared. Results Case teaching method and PBL have advantage over SBL when it comes to analyzing, solving and summarizing problem ability, and there is a statistically significant difference in exam results. Conclusion Compared with SBL, PBL and Case teaching method are more effective and more suitable for the clinical teaching of oncology. In the future teaching of medical oncology, PBL and Case teaching method could be adopted appropriately to improving teaching effects.
引文
[1]支延康,黄燕.麻醉学PBL教学中不同角色对教学效果的反馈.中国病案.2015,12:66-69.
[2]Burgess A,Ayton T,Mellis C.Implementation of team-based learning in year 1 of a PBL based medical program:a pilot study.BMC Med Educ,2016 Feb 4,16:49.
[3]Rui Z,Rong-Zheng Y,Hong-Yu Q,et al.Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics.Adv Med Educ Pract,2015Mar 25,6:223-9.
[4]Montero J,Dib A,Guadilla Y,et al.Dental Students'Perceived Clinical Competence in Prosthodontics:Comparison of Traditional and Problem-Based Learning Methodologies.JDent Educ,2018 Feb,82:152-162.
[5]Sayyah M,Shirbandi K,Saki-Malehi A,et al.Use of a problem-based learning teaching model for undergraduate medical and nursing education:a systematic review and metaanalysis.Adv Med Educ Pract,2017 Oct 3,8:691-700.
[6]崔向丽,王诗卉,李激扬,等.案例教学法在临床药师实习教学中的应用.中国临床药理学杂志,2017,33:7.
[7]王芝英,周作勇,胡世君,等.案例教学法在动物传染病学课程中的实践.安徽农业科学,2017,45:13.
[8]王京仁,李淑红,成钢.案例教学法在地方高校《动物疾病学》教学中的应用与探索.家畜生态学报,2017,38:11.
[2]Burgess A,Ayton T,Mellis C.Implementation of team-based learning in year 1 of a PBL based medical program:a pilot study.BMC Med Educ,2016 Feb 4,16:49.
[3]Rui Z,Rong-Zheng Y,Hong-Yu Q,et al.Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics.Adv Med Educ Pract,2015Mar 25,6:223-9.
[4]Montero J,Dib A,Guadilla Y,et al.Dental Students'Perceived Clinical Competence in Prosthodontics:Comparison of Traditional and Problem-Based Learning Methodologies.JDent Educ,2018 Feb,82:152-162.
[5]Sayyah M,Shirbandi K,Saki-Malehi A,et al.Use of a problem-based learning teaching model for undergraduate medical and nursing education:a systematic review and metaanalysis.Adv Med Educ Pract,2017 Oct 3,8:691-700.
[6]崔向丽,王诗卉,李激扬,等.案例教学法在临床药师实习教学中的应用.中国临床药理学杂志,2017,33:7.
[7]王芝英,周作勇,胡世君,等.案例教学法在动物传染病学课程中的实践.安徽农业科学,2017,45:13.
[8]王京仁,李淑红,成钢.案例教学法在地方高校《动物疾病学》教学中的应用与探索.家畜生态学报,2017,38:11.