Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability

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Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability

更新时间：2024-09-19

- Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability
- Vol. 14, Issue 2, Pages: 190-194(2015)
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- Published：2015，
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Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability. [J]. 14(2):190-194(2015)
DOI：

Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability. [J]. 14(2):190-194(2015) DOI：

摘要

目的　探讨以问题为基础的学习（problem-based learning， PBL）与传统教学（tradi-tional learning， TL）对学生长期记忆效果及临床实习能力的影响。方法　选择上海交通大学医学院附属第九人民医院临床医学院2006、2007、2008级五年制本科学生共79人为研究对象。将其随机分为两组进行胸外科疾病食管癌教学改革，PBL组38人，TL组41人。通过两次考试评价，以及带教教师对学生的主观评价来评估教学效果。采用SPSS 17.0进行统计分析，考试成绩以x±s表示，组间比较行t检验；学生临床实习的主观印象评价结果采取等级秩和检验，检验水准α=0.05。结果　6个月后进行的第二次考试中，PBL组学生平均成绩为（76.66±5.94）分，TL组平均成绩为（73.59±5.74）分，两组学生成绩比较差异无统计学意义（t=1.85，P=0.068）。而在临床实习阶段教师对学生各种能力的主观评价上，PBL组要稍好于TL组，其中获得优、良的两组学生人次和比例比较差异无统计学意义，P值分别为0.065、0.277。结论　PBL教学的优势是培养学生解决问题的能力，但是对学生的知识长期记忆效果影响有限

Abstract

Objective　To investigate effects of problem-based learning (PBL) and traditional learning (TL) on students' long-term memory and clinical practice ability. Methods　Totally 79 5-year-program undergraduates of 2006

2007

2008 grade in school of clinical medicine of our hospital were randomly divided into PBL group (n=38) and TL group (n=41). The teaching effects were evaluated by two exams as well as teachers' subjective impression. SPSS 17.0 statistical analysis software was used; exam results were expressed as x±s; t test and rank sum test were used to analyze the exam results and subjective impression. α=0.05 was set as inspection level. Results　In the second exam after 6 months

the mean exam scores were (76.66±5.94) and (73.59±5.74) in PBL group and TL group

without significant differences between the two groups (t=1.85

P=0.068). However

at clinical intern-ship stage

PBL group outperformed TL group based on the subjective evaluation (P=0.065

0.277). Conclusion　PBL can culture students' ability of problem-solving

but it is limited in culturing long-term memory.

关键词

以问题为基础的学习　传统教学　长期记忆力

Keywords

Problem-based learning　Traditional learning　Long-term memory

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