The research on the application of the virtual and simulative teaching platform in the course of “physical diagnostics” to implement PBL teaching method

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The research on the application of the virtual and simulative teaching platform in the course of “physical diagnostics” to implement PBL teaching method

更新时间：2024-09-19

- The research on the application of the virtual and simulative teaching platform in the course of “physical diagnostics” to implement PBL teaching method
- Vol. 17, Issue 11, (2018)
- 作者机构：
  
  成都医学院临床医学院诊断学教研室
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2018，
- 稿件说明：
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The research on the application of the virtual and simulative teaching platform in the course of “physical diagnostics” to implement PBL teaching method. [J]. 17(11).(2018)
DOI：

The research on the application of the virtual and simulative teaching platform in the course of “physical diagnostics” to implement PBL teaching method. [J]. 17(11).(2018) DOI：

摘要

目的　探讨在《物理诊断学》教学中应用虚拟仿真教学平台实施PBL的价值。方法　将临床医学学生分为实验组（162人）和对照组（168人）。实验组结合虚拟仿真教学平台实施PBL教学；对照组实施常规教学。通过问卷调查及答题考核评价教学效果，采用SPSS 16.0进行卡方检验及t检验。结果实验组学生物理诊断学课程PBL案例分析考核成绩为（26.1±5.6）分，对照组学生成绩为（21.6±4.3）分，差异具有统计学意义（P<0.05）。课程满意度问卷显示，实验组学生中150人（92.6%）对新教学方式具有浓厚兴趣，137人（84.6%）认为能增加学习兴趣，148人（91.3%）认为能增强临床思维能力。结论在《物理诊断学》教学中引入虚拟仿真教学系统，让学生真实面对PBL教学中的各种临床病例，可增加教学的直观性，提高学生学习的主动性，对培养医学生临床动手能力和临床综合思维等技能具有重要意义

Abstract

Objective　To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of physical diagnostics. Methods　The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result　Questionnaire survey of satisfaction for the course showed that 92.6% students (150 students) in experimental group were interested in the new course

84.6% students (137 students) felt it could increase the learning interest

and 91.3% students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of physical diagnostics [(26.1±5.6) vs. (21.6±4.3)

P<0.05]. Conclusion　The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives

which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.

关键词

虚拟仿真　教学平台　物理诊断学　以问题为基础的学习

Keywords

Virtual　Teaching platform　Physical diagnostics　Problem-based learning (PBL)

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