Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching

您当前的位置：

首页 >

文章列表页 >

Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching

更新时间：2024-09-19

- Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching
- Vol. 19, Issue 1, Pages: 78-82(2020)
- 作者机构：
  
  1. 北华大学医学院机能实验部,吉林
  2. 北华大学医学院病理生理教研室,吉林
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2020，
- 稿件说明：
移动端阅览
Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching. [J]. 19(1):78-82(2020)
DOI：

Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching. [J]. 19(1):78-82(2020) DOI：

摘要

目的　探讨LBL与PBL相结合在病理生理学病例分析教学实践中的应用。方法　以2015级预防专业（62人）和2015级口腔专业（68人）为授课对象，课程内容为病例分析。2015级预防专业组实施PBL教学，2015级口腔专业组实施LBL+PBL教学；两组授课均为6学时，其中LBL+PBL教学学时分配为LBL 2学时、PBL 4学时。采用调查问卷评价两组授课效果，对相关数据进行描述性分析。结果　课后调查结果显示，2015级预防专业组有11人（17.742% ）今后“肯定”愿意选择 PBL教学；2015级口腔专业组有38人（92.647%）今后“肯定”愿意选择LBL+PBL教学。2015级口腔专业组学生对LBL+PBL教学的各项认可度，均高于2015级预防专业组对PBL教学的认可度。结论　学生长期接受LBL教学，所以很难从思维、团队协作等方面立即适应PBL教学。在病理生理学病例分析课程中采用LBL+PBL，教学效果较佳，值得进一步探讨

Abstract

Objective　To explore the application of lecture-based learning (LBL) combined with problem-based learning (PBL) in the teaching of pathophysiology case analysis. Methods　The subjects were 62 preventive medicine majors of Grade 2015 and 68 stomatology majors of Grade 2015

and the course content was case analysis. PBL teaching was implemented in the preventive medicine major group and LBL+PBL teaching was implemented in the stomatology major group. Both groups received 6 class hours

among which the LBL+PBL teaching hours were allocated 2 class hours for LBL and 4 class hours for PBL. In addition

the questionnaire was used to evaluate the teaching effects between the two groups

and the descriptive analysis was used to evaluate relevant data lines. Results　Eleven students (17.742%) from the preventive medicine major group chose PBL teaching

while 38 students (92.647%) in the stomatology major group held a very positive attitude towards LBL+PBL teaching. It can be seen that the recognition degree of LBL+PBL teaching in the stomatology major group was higher than that of PBL teaching in the preventive medicine major group. Conclusion　Since students have received LBL teaching mode for a long time

it is difficult to accept and adapt to PBL teaching in terms of thinking and teamwork. Therefore

in the course of pathophysiology case analysis

LBL+PBL teaching shows a good effect

which is worthy of further exploration.

关键词

病理生理学　以问题为基础的学习　以讲授为基础的学习

Keywords

Pathophysiology　Problem-based learning　Lecture-based learning

references

Views

742

下载量

CSCD

Alert me when the article has been cited

提交

Tools

Publicity Resources

Case-problem-based learning of pathophysiology based on inquiry-based learning and process management

Application of concept map in integrated problem-based learning curriculum of basic medical sciences

Teaching strategies in pathophysiology teaching for nursing students in junior college

Cultivation of innovative thinking in pathophysiology teaching for university students

Problems and countermeasures of pathophysiology teaching in general medicine

Related Author

Yuan Mingzhou

Zheng Haiyin

Pan Xiaoming

Wang Jianfeng

Chen Sujuan

Lin Yao

Huang Lufen

Chen Jun

Related Institution

Department of Neurology, The Second People's Hospital Affiliated to Fujian University of Traditional Chinese Medicine

Modern Educational Technology Center, Fujian University of Traditional Chinese Medicine

College of Integrative Medicine, Fujian University of Traditional Chinese Medicine

武汉大学人民医院神经外科

王珺

⁰