文章摘要
张祎冰,张冰洁,王丹,等.以问题为基础的学习联合在线教学在眼科教学中的应用[J].安徽医药,2024,28(6):1259-1263.
以问题为基础的学习联合在线教学在眼科教学中的应用
Application of PBL combined online teaching mode in ophthalmology teaching
  
DOI:10.3969/j.issn.1009-6469.2024.06.043
中文关键词: 基于问题的学习  眼科教学  在线教学  教学改革  临床教学
英文关键词: Problem-based learning  Ophthalmology teaching  Online teaching  Teaching reform  Clinical teaching
基金项目:吉林省自然科学基金项目( YDZJ202201ZYTS105);吉林省高教科研课题( JGJX2022D4);
作者单位
张祎冰 吉林大学第一医院眼科吉林长春 130021 
张冰洁 吉林大学第一医院眼科吉林长春 130021 
王丹 吉林大学第一医院眼科吉林长春 130021 
武云龙 吉林大学第一医院眼科吉林长春 130021 
韩雨彤 吉林大学第一医院眼科吉林长春 130021 
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中文摘要:
      目的探讨以问题为基础的学习( PBL)教学法结合在线教学在眼科学本科教学中的应用效果。方法选取 2022年 3—6月吉林大学 2018级临床医学 “5+3”一体化 90人为研究对象,采用随机数字表法分为试验组( n=45)和对照组( n=45),试验组采用在线 PBL教学,对照组采用传统临床教学模式进行在线授课。在教学结束后对两组学生进行在线随堂测试及问卷调查,比较两组的教学效果和反馈意见。结果两组学生的基础理论考试成绩差异无统计学意义( P>0.05);试验组学生病例分析成绩及总成绩均高于对照组[(40.73±2.67)分比( 36.49±3.02)分,(83.78±4.75)分比( 78.73±4.57)分],均差异有统计学意义( P <0.05)。与对照组问卷调查结果相比,试验组教学可明显调动学生学习的积极性,提高自学能力、语言表达能力、团队合作能力及分析解决问题能力,学生对在线教学的互动交流与协作效果较为满意,均差异有统计学意义( P<0.05)。结论采用 PBL联合在线教学有利于提高学生的学习成绩与综合实践能力,在眼科学本科教学中具有推广价值。
英文摘要:
      Objective To explore the effect of problem-based learning (PBL) combined with online teaching in ophthalmology under graduate teaching.Methods A total of ninety "5+3" integrated clinical medical students from Grade 2018 of Jilin University were selected as study subjects from March to June 2022, and were divide into an experimental group and a control group using a random number table method. Forty-five students in the experimental group were taught with PBL combined online teaching method, while forty-five students in the control group were taught online with traditional clinical teaching method. At the end of teaching, practical effectsand evaluation of different teaching methods were comprehensively evaluated by examination results and questionnaire. Results There was no significant difference in the scores of theoretical examinations between the experimental group and the control group (P> 0.05). Compared with the control group, the scores of case analysis and total scores were higher in the experimental group [(40.73±2.67)points vs. (36.49±3.02) points, (83.78±4.75) points vs. (78.73±4.57) points, P<0.05]. Compared with the results of the questionnaire survey of the control group, the teaching in experimental group could significantly arouse the enthusiasm of students in learning, improvethe self-learning ability, language expression, team consciousness and problem-solving. Students were more satisfied with the effect of interaction, communication and assistance in online teaching (P<0.05). Conclusion The new model of PBL combined with online teaching is helpful in improving the academic performance and the comprehensive practical ability of undergraduate, which is worth being popularized in ophthalmology undergraduate teaching.
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