| 梁波,郑晓冬,陈刚,等.案例学习教学法和问题学习教学法在“分子遗传学实验技术和分析方法”课程中的应用[J].安徽医药,2020,24(4):846-848. |
| 案例学习教学法和问题学习教学法在“分子遗传学实验技术和分析方法”课程中的应用 |
| Application of integration of CBL with PBL teaching method in the course experimental techniques and analytical methods of molecular genetics |
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| DOI：10.3969/j.issn.1009?6469.2020.04.052 |
| 中文关键词: 教育，医学，研究生 课堂教学 基于问题的学习 分子生物学 案例教学法 |
| 英文关键词: Education,medical,graduate Classroom teaching learning |
| 基金项目:国家自然基金重大项目( 81320108016)；校级精品开放课程建设项目( 4601011111) |
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| 中文摘要: |
| 目的探索案例教学法( Case?Based Learning，CBL)和问题学习教学法( Problem?Based Learning，PBL)在”分子遗传学实验技术和分析方法”课程中的应用效果。方法 2017年 2月至 2019年 2月选择”分子遗传学实验技术和分析方法”中表观遗传学 DNA甲基化内容进行教学改革，将安徽医科大学 90名医学研究生随机分为三组，实验组 30人，案例学习教学法结合问题学习教学法教学； CBL组 30人，单独案例学习教学法教学； PBL组 30人，单独问题学习教学法教学。考核包括理论考核和综合能力考核两部分，使用统一的试卷进行理论考核，通过现场回答问题及操作进行综合能力考核，正确率＞ 90%为优秀、 80%～ 90%为合格、＜80%为不合格。结果实验组研究生的理论考核成绩均优于 CBL组( χ2＝11.57，P＝0.002)及 PBL组( χ2＝14.32，P＝0.001)，实验组研究生的综合能力考核成绩均优于 CBL组( χ2＝13.63，P＝0.001)及 PBL组( χ2＝16.54，P＝0.000 2)，差异有统计学意义； CBL组及 PBL组理论考核及综合能力考核成绩之间差异无统计学意义。结论案例学习方法与问题学习方法相结合，以生动的案例为基础，结合精心设计的问题，突出重点和难点，培养思维和能力，两者综合运用，可以在”分子遗传学实验技术和分析方法”教学中取得满意的教学效果。 |
| 英文摘要: |
| Objective To explore the application effect of case?based learning(CBL)and problem?based learning(PBL)in the course Experimental Techniques and Analytical Methods of Molecular Genetics.Methods For content about DNA methylation in epigenetics in Experimental Techniques and Analytical Methods of Molecular Genetics，teaching reform was carried out.Ninety med?ical postgraduates from Anhui Medical University were randomly assigned into three groups:30 were assigned to the experimental group and received teaching that combined case?based learning(CBL)and problem?based learning(PBL)； 30 were assigned to the CBL group and received only CBL teaching；and 30 were assigned to the PBL group and received only PBL teaching.For these post? graduates，the assessment consisted of two parts:a theory test and a comprehensive ability assessment.A uniform test paper was used for the theory test.Then，a comprehensive ability assessment was conducted with questions and answers and site operations.Postgraduates whose correct answer rate was above 90% were rated as excellent；those whose correct answer rate was within the range from 80% to 90% were rated as qualified；and those whose correct answer rate was below 80% were rated as unqualified. Results For the theory test，the result of the experimental group was better than that of the CBL group(χ2＝11.57，P＝0.002) and that of the PBL Group(χ2＝14.32，P＝0.001).For the comprehensive ability assessment，the result of the experimental group was also better than that of the CBL group(χ2＝13.63，P＝0.001)and that of the PBL group(χ2＝16.54，P＝0.0002).The above differences were of statistical significance.However，the differences in results of the theory test and the comprehensive ability assess?ment between the CBL group and the PBL group were without statistical significance.Conclusions Case?based learning and prob? lem?based learning should be combined for teaching.In other words，vivid cases and well?designed problems should be combined tohighlight key and difficult points in teaching to develop both thinking and abilities.The comprehensive use of case?based learningand problem?based learning can help to achieve satisfactory teaching effect of the course Experimental Techniques and Analytical Methods of Molecular Genetics. |
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