基于探究式学习与过程管理的《病理生理学》CPBL教学实践研究

林信富; 袁明洲; 郑海音; 潘晓鸣; 王建烽; 陈素娟; 林瑶; 黄露芬; 陈俊

doi:10.3760/cma.j.cn116021-20210701-01342

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基于探究式学习与过程管理的《病理生理学》CPBL教学实践研究

教学改革 | 更新时间：2023-08-02

- 基于探究式学习与过程管理的《病理生理学》CPBL教学实践研究
- Case-problem-based learning of pathophysiology based on inquiry-based learning and process management
- 中华医学教育探索杂志 2023年22卷第7期页码：1004-1007
- 作者机构：
  
  1.福建中医药大学中西医结合学院，福州　350122
  2.福建中医药大学附属第二人民医院神经内科，福建　350003
  3.福建中医药大学现代教育技术中心，福州　350122
- 作者简介：
  
  林信富，Email：xinfu_lin2000@126.com
- 基金信息：
  
  福建省本科高校教育教学改革研究项目(FBJG20190114);福建中医药大学“停学不停课”教学改革专项研究项目(XJJGT2010)
- DOI：10.3760/cma.j.cn116021-20210701-01342
  中图分类号： R-05
- 纸质出版日期：2023-07-20，
  
  收稿日期：2021-07-01，
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林信富, 袁明洲, 郑海音, 等. 基于探究式学习与过程管理的《病理生理学》CPBL教学实践研究[J]. 中华医学教育探索杂志, 2023, 22(7): 1004-1007.

Lin Xinfu, Yuan Mingzhou, Zheng Haiyin, et al. Case-problem-based learning of pathophysiology based on inquiry-based learning and process management[J]. Chinese Journal of Medical Education Research, 2023,22(7):1004-1007.
林信富, 袁明洲, 郑海音, 等. 基于探究式学习与过程管理的《病理生理学》CPBL教学实践研究[J]. 中华医学教育探索杂志, 2023, 22(7): 1004-1007. DOI： 10.3760/cma.j.cn116021-20210701-01342.

Lin Xinfu, Yuan Mingzhou, Zheng Haiyin, et al. Case-problem-based learning of pathophysiology based on inquiry-based learning and process management[J]. Chinese Journal of Medical Education Research, 2023,22(7):1004-1007. DOI： 10.3760/cma.j.cn116021-20210701-01342.

摘要

本研究基于建构主义教学理念，以促进学生自主探究式学习与临床思维培养为目标，确立“全员参与、过程把控、深入讨论、拓展思维”的指导思想，采取“线下小组探究式学习、课内答辩点评为主，线上师生互动、督学促学为辅”的混合式教学模式。在本校2017级临床医学专业开展《病理生理学》以病例-问题为基础的教学（case-problem based learning，CPBL）教学，并强化过程管理，对资料查阅和小组讨论这两个关键环节进行有效的过程管理。通过对学期结束时收回的176份教学评价的分析，结果表明，在CPBL教学总体评价方面，92.05% （162人）以上学生对教学目标、组织、案例及个人收获评价较高，持非常赞同、比较赞同的态度；对“时间分配恰当”负面反馈较多，有11.93%（21人）的学生持比较不赞同、非常不赞同的态度；另外84.66% （149人）以上学生“觉得很累”。在教学效果评价方面，超过85.23%（150人）的学生非常赞同或比较赞同CPBL教学能够帮助专业知识理解、激发学习积极性和主动性、提高处理问题能力、联系临床培养临床思维、督学促学、增强团队合作与师生交流等。对教师的评价方面，超过94.89%（167人）学生认为教师教学严谨负责又有热忱，重视过程管理，有效引导与思维启发都做得比较好（非常赞同、比较赞同）。上述结果提示，本次《病理生理学》CPBL教学改革立足于过程管理，能有效促进学生深度自主探究式学习，促进临床思维培养，提高教学有效性，但在教学安排、时间分配方面有待改进。

Abstract

Based on the teaching concept of constructivism

this study aims to promote independent inquiry-based learning and clinical thinking among students and establish the guiding ideology of "full participation

process control

in-depth discussion

and expansion of thinking". A blending learning model was adopted with offline inquiry-based group learning and in-class defense and comment

as well as online teacher-student interaction and supervision to promote learning. Case-problem-based learning (CPBL) of pathophysiology was carried out among the medical students in the class of 2017

and process management was strengthened to effectively manage the two key links of data retrieval and group discussion. The analysis of 176 teaching evaluations collected at the end of the semester show that in terms of the overall evaluation of CPBL teaching

162 students (92.05%) had high evaluation on teaching objectives

organization

cases

and personal gains and held a very or relatively favorable attitude. There were more negative feedbacks on "appropriate time allocation"; 21 students (11.93%) held a relatively or very disapproving attitude

and 149 students (84.66%) "felt very tired". In terms of teaching effect evaluation

150 students (85.23%) strongly or relatively agreed that CPBL teaching may help to understand professional knowledge

stimulate learning enthusiasm and initiative

improve problem solving ability

emphasize clinical practice to cultivate clinical thinking

supervise and promote learning

and enhance team cooperation and teacher-student communication. In terms of the evaluation of teachers

167 students (94.89%) thought that teachers were rigorous

responsible

and enthusiastic in teaching

attached importance to process management

and did well in effective guidance and thinking inspiration (strongly or relatively agree). The above results suggest that the CPBL teaching reform of pathophysiology based on process management can effectively promote in-depth inquiry-based independent learning and the cultivation of clinical thinking and improve teaching effectiveness

but further improvement is needed for teaching arrangement and time allocation.

关键词

病理生理学CPBL教学混合式教学探究式学习过程管理

Keywords

PathophysiologyCase-problem-based learningBlending learningInquiry-based learningProcess management

references

陈杨，赵子楠，王佳. 基于建构主义的分子生物学教学探索[J]. 教育教学论坛， 2020（6）： 200-201.

王巍. 以过程为导向的翻译教学探析[J]. 西安外国语大学学报， 2019， 27（4）： 102-105. DOI: 10.16362/j.cnki.cn61-1457/h.2019.04.021http://dx.doi.org/10.16362/j.cnki.cn61-1457/h.2019.04.021.

王万铁，梁瑛琦，许益笑，等. CPBL 教学法在医学本科生教学实践中的建立及应用[J]. 中国继续医学教育， 2014（3）： 91-93. DOI: 10.3969/J.ISSN.1674-9308.2014.03.059http://dx.doi.org/10.3969/J.ISSN.1674-9308.2014.03.059.

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郑梦晓，尚曙玉，李静，等. CPBL教学法在病理生理学教学中的应用与体会[J]. 广东化工， 2019， 46（12）： 215， 217. DOI: 10.3969/j.issn.1007-1865.2019.12.112http://dx.doi.org/10.3969/j.issn.1007-1865.2019.12.112.

陈静，李霞，李飞，等. 支架式教学法在病理生理学教学中的应用[J]. 昆明医科大学学报， 2018， 39（10）： 139-142. DOI: 10.3969/j.issn.1003-4706.2018.10.028http://dx.doi.org/10.3969/j.issn.1003-4706.2018.10.028.

陈维亚，苏君梅，李国熊. CPBL在基础医学教学中的尝试与探索[J]. 中国高等医学教育， 2019（6）：103-104. DOI: 10.3969/j.issn.1002-1701.2019.06.053http://dx.doi.org/10.3969/j.issn.1002-1701.2019.06.053.

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