闭环反馈控制PBL在呼吸病学教学中的应用

包婺平1　张颖颖1　郝慧娟1　薛艺抒1　周新1　刘玮2　张旻1

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闭环反馈控制PBL在呼吸病学教学中的应用

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- 闭环反馈控制PBL在呼吸病学教学中的应用
- Application of closed-loop feedback controlled problem-based learning in the teaching of respiratory medicine
- 中华医学教育探索杂志 2021年20卷第2期页码：168-171
- 作者机构：
  
  1. 上海交通大学附属第一人民医院呼吸与危重症医学科
  2. 上海交通大学附属第一人民医院教育处
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- 纸质出版日期：2021，
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包婺平1　张颖颖1　郝慧娟1　薛艺抒1　周新1　刘玮2　张旻1. 闭环反馈控制PBL在呼吸病学教学中的应用[J]. 中华医学教育探索杂志, 2021,20(2):168-171.

Application of closed-loop feedback controlled problem-based learning in the teaching of respiratory medicine[J]. 2021,20(2):168-171.
包婺平1　张颖颖1　郝慧娟1　薛艺抒1　周新1　刘玮2　张旻1. 闭环反馈控制PBL在呼吸病学教学中的应用[J]. 中华医学教育探索杂志, 2021,20(2):168-171. DOI：

Application of closed-loop feedback controlled problem-based learning in the teaching of respiratory medicine[J]. 2021,20(2):168-171. DOI：

摘要

目的　探索采用闭环反馈控制的以问题为基础的学习（problem-based learning，PBL）在呼吸病学教学中的应用价值。方法　在PBL教学中，在学生开放式询问、讨论及PBL自主学习结束后，通过组织医学生小组PPT汇报、书面总结与机制图展示给予闭环反馈。在闭环反馈前后观察师生的教学参与度、授课质量评价、学生对重点知识的辨识度、对重点症状特性掌握的维度及对PBL教学工作的满意度，并进行闭环反馈前后的比较。采用GraphPad Prism软件5.01进行分析。结果　闭环反馈能提高导师教学参与度自我评价[闭环反馈前后分别为（7.97±0.91）和（8.77±0.64），P<0.001]及学生对导师教学参与度的评价[闭环反馈前后分别为（8.09±0.79）和（8.74±0.45），P<0.001]，同时提高学生对导师授课质量的评价[闭环反馈前后分别为（88.61±6.53）和（92.59±5.44），P<0.001]。通过闭环反馈，学生对大纲要求知识点的辨识度明显升高[闭环反馈前后分别为（84.00±21.75）和（90.22±16.18），P=0.017]，对PBL教学工作的整体满意度也明显提高[（8.93±0.67）和（9.37±0.64），P<0.001]。结论　实践证明闭环反馈控制PBL教学方法对呼吸病学教学能够起到良好的教学效果，值得在临床教学推广

Abstract

Objective　To explore the application value of problem-based learning (PBL) controlled by closed-loop feedback in the teaching of respiratory medicine. Methods　In PBL teaching

after students' open inquiry

discussion and PBL self-study

closed-loop feedback was given by organizing PPT report

written summary and mechanism diagram display of medical students. The participation of teachers and students

teaching quality

the degree of students' identification of key knowledge points

the breadth and depth of mastering the characteristics of key symptoms and the satisfaction of PBL teaching work were investigated

and the differences were compared before and after the closed-loop feedback. GraphPad Prism 5.01 was used in the analysis. Results It was found that closed-loop feedback could improve the self-evaluation of tutor's teaching participation [(7.97±0.91) vs. (8.77±0.64)

P < 0.001] and students' evaluation on teaching participation of tutor [(8.09±0.79) vs. (8.74±0.45)

P < 0.001]. At the same time

students' evaluation on the teaching quality of tutors was also improved [(88.61±6.53) vs. (92.59±5.44)

P < 0.001]. After closed-loop feedback

the students' identification of the required knowledge points in the syllabus was significantly increased [(84.00±21.75) vs. (90.22±16.18)

P = 0.017]. The overall satisfaction with PBL teaching was also improved obviously [(8.93±0.67) vs. (9.37±0.64)

P < 0.001]. Conclusion　Practice has proved that the closed-loop controlled PBL teaching approach has a good effect on the teaching of respiratory medicine

and it's worth popularizing in clinical teaching.

关键词

呼吸病学　医学教育　闭环反馈　问题导向学习　教学模式

Keywords

Respiratory medicine　Medical education　Closed-loop feedback　Problem-based learning　Teaching model

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