卫生毒理学PBL教学方式与预防医学专业学生能力培养的研究

doi:10.3969/j.issn.1674-490X.2017.01.012

摘要/Abstract

摘要： 目的在卫生毒理学理论课和实验课教学中应用以问题为基础的学习(problem-based learning,PBL)方式,评价PBL教学方式的实施效果,探讨卫生毒理学PBL教学方式是否有利于提高预防医学专业学生的多方面能力。方法中国医科大学预防医学专业2个班级随机确定为PBL方式组和传统方式组。通过课程考试和调查问卷研究PBL方式的应用效果及对学生多方面能力培养的影响。结果 PBL方式组课程考试分数、优秀率以及对教学方式的满意率均显著高于传统方式组。PBL方式组对“拓宽视野、强化知识记忆、增加学习兴趣、提升自主学习能力、提升独立思索能力、提升语意表述能力、提升创新能力、提升综合研究能力、提升处理问题能力、提升协作交流能力”方面的认可率也显著高于传统方式组。结论 PBL教学方式能有效提高卫生毒理学教学质量和效果,有利于预防医学专业学生拓宽知识面、强化知识记忆、增加学习兴趣,促进预防医学专业学生多方面能力的培养。

关键词: PBL, 卫生毒理学, 预防医学, 能力培养

Abstract: Objective To explore the model of problem-based learning(PBL)applied in teaching theoretical and experimental courses in hygienic toxicology and its effects in teaching.Besides,the effects of PBL model on the development of undergraduate’s other abilities in preventive medicine were evaluated.Methods Sixty undergraduates majoring in preventive medicine from two classes in China Medical University were selected as subjects in the study.The two classes were randomly divided into PBL and traditional teaching groups respectively.The PBL effect and influence of PBL on the development of undergraduate’s other abilities were investigated by the means of course examination and questionnaire.Results The average score,excellent ratio of course examination and ratio of satisfaction to teaching model in PBL teaching group were significantly higher than those in traditional teaching group.The rates of approval about “broadening of horizon,deepening of knowledge memory,increase of learning interest,improvement of self learning and thinking ability,enhancement of expression ability,improvement of innovation ability,enhancement of ability in analysis and treatment of problem and increase of ability in cooperation and communication ” in PBL teaching group were significantly higher than that in traditional teaching group.Conclusion The model of PBL could improve quality and result of teaching in hygienic toxicology effectively,help to broaden knowledge,deepen memory of knowledge,increase interest of learning,and thus promote the development of undergraduate’s other abilities in preventive medicine.

Key words: PBL, hygienic toxicology, preventive medicine, development of ability

中图分类号:

杨敬华,蔡原,逯晓波,靳翠红,巫生文. 卫生毒理学PBL教学方式与预防医学专业学生能力培养的研究[J]. 医学研究与教育, 2017, 34(1): 56-61.

参考文献

[1] 曹毅.提高卫生毒理学教学质量的实践与思考 [J].基础医学教育,2014,16(12): 1034-1039.DOI: 10.13754 /j.issn2095-1450.2014.12.15.
[2] 杨丽娟,关宿东.PBL教学法中教师角色转换的思考 [J].黑龙江教育学院学报,2012,31(4): 34-35.DOI:10.3969/j.issn.1001-7836.2012.04.013.
[3] 郭茂娟,姜希娟,杜欢,等.PBL教学模式在医学教育中的应用与探讨 [J].中国高等医学教育,2014(10): 92-93.DOI:10.3969/j.issn.1002-1701.2014.10.049.
[4] 朱天宇.探索PBL教学模式在高等教育中的应用 [J].中国教育技术装备,2016(17): 104-105.DOI:10.3969/j.issn.1671-489X.2016.17.104.
[5] 赵敏,陈龙云,曹继刚,等.PBL教学对现有高等教育教学模式的影响 [J].中国中医药现代远程教育,2015,13(22): 87-88.DOI:10.3969/j.issn.1672-2779.2015.22.047.
[6] LOHFELD L,NEVILLE A,NORMAN G.PBL in undergraduate medical education: a qualitative study of the views of Canadian residents [J].Adv Health Sci Educ Theory Pract,2005,10(3): 189-214.DOI:10.1007/s10459-005-1293-9.
[7] ABOONQ M.Perception of the faculty regarding problem-based learning as an educational approach in Northwestern Saudi Arabia [J].Saudi Med J,2015,36(11): 1329-1335.DOI:10.15537/smj.2015.11.12263.
[8] RIMAL J,PAUDEL B H,SHRESTHA A.Introduction of problem-based learning in undergraduate dentistry program in Nepal [J].Int J Appl Basic Med Res,2015,5(Suppl 1): S45-S49.DOI:10.4103/2229-516X.162276.
[9] LEE M,WIMMERS P F.Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students [J].Adv Health Sci Educ Theory Pract,2016,21(2): 341-357.DOI:10.1007/s10459-015-9632-y.
[10] TAYEM Y I,JAMES H,AL-KHAJA K A,et al.Medical Students' Perceptions of Peer Assessment in a Problem-based Learning Curriculum [J].Sultan Qaboos Univ Med J,2015,15(3): e376-e381.DOI:10.18295/squmj.2015.15.03.012.
[11] 刘颖珊,田京,夏欧东,等.国外PBL教学对我国高等医学教育的启示 [J].中国高等医学教育,2015(8): 21-22.DOI:10.3969/j.issn.1002-1701.2015.08.011.
[12] 周程,刘福林,周晓东,等.PBL教学法在心脏外科教学中的应用 [J].医学研究与教育,2015,32(1): 95-99. DOI:10.3969/j.issn.1674-490X.2015.01.022.
[13] 宋厚盼,黄惠勇,蔡雄,等.PBL 教学模式在药理学教学中的实践 [J].高等教育研究学报,2015,38(3): 113-117.DOI:10.3969/j.issn.1672-8874.2015.03.021.
[14] 李永刚,杜春霞,张恩宇,等.我国高等医学教育中实行PBL教学的探讨 [J].中国高等医学教育,2014(7): 88-89.DOI:10.3969/j.issn.1002-1701.2014.07.048.
[15] 肖丹,李海涛,张磊,等.医学生循证医学 PBL 教学方法的教学效果评估研究 [J].现代生物学进展,2015,15(5): 945-949. DOI:10.13241/j.cnki.pmb.2015.05.037.
[16] 边东,魏晓娜,陈志强.关于中医临床带教中 PBL 教学法的实践体会 [J].天津中医药大学学报,2015,34(6): 365-368.DOI:10.11656/j.issn.16.73-9043.2015.12.13.
[17] 杜青平,石瑛,许燕滨,等.PBL授课模式在细胞工程教学过程中的实践效果 [J].中国细胞生物学学报,2015,37(11): 1541-1545.DOI:10.11844/cjcb.2015.11.0260.
[18] 梁曼,王康,刘艳,等. 法医学鉴定案例在 PBL 教学模式中的应用探讨 [J].医学与社会,2015,28(12): 96-98.DOI:10.13723/j.yxysh.2015.12.032.
[19] 吴遵民.中国终身教育体系整体构建的策略与思考 [J].江苏开放大学学报,2015,26(6): 5-9.DOI:10.3969/j.issn.1008-4207.2015.06.001.
[20] 王贞坚.试论终身教育与我国教育改革 [J].教育教学论坛,2015(49): 3-4.DOI:10.3969/j.issn.1674-9324.2015.49.002.
[21] 朱敏,高志敏.终身教育、终身学习与学习型社会的全球发展回溯与未来思考 [J].开放教育研究,2014(1): 50-66.DOI:10.3969/j.issn.1007-2179.2014.01.008.
[22] 刘贵芹.创新高校人才培养机制的探索与思考 [J].中国大学教学,2014(10): 4-8.DOI:10.3969/j.issn.1005-0450.2014.10.001.
[23] 李雷鹏,王立峰,倪志英.谈高校创新型人才培养策略[J].教育探索,2013(12): 96-97. DOI:10.3969/j.issn.1002-0845.2013.12.043.
[24] 彭贞贞,李坚,马骥.高校人才培养质量评价研究综述 [J].教育教学论坛,2014(53): 105-106.DOI:10.3969/j.issn.1674-9324.2014.53.051.
[25] 朱梦冰,刘晶如,杨燕,等.应用型创新人才培养实践教学改革 [J].实验室研究与探索,2016,35(7): 186-189.DOI:10.3969/j.issn.1006-7167.2016.07.042.
[26] 陈敏,陈妙,杨苑芬,等.社会需求和就业分布对预防医学人才培养方案的导向作用 [J].中国高等医学教育,2015(5): 23-24.DOI:10.3969/j.issn.1002-1701.2015.05.012.
[27] 李乐,龙鼎新,唐双阳,等.新形势下应急型预防医学人才培养举措初探 [J].基础医学教育,2013,15(8): 765-767.DOI:10.3969 /J.ISSN.2095-1450.2013.08.10
[28] 董艳梅,祁艳波,孙要武,等.应用型本科院校预防医学人才培养模式的研究 [J].科技创新导报,2014(2): 24.DOI:10.3969/j.issn.1674-098X.2014.02.015.
[29] 田薇,黄云飞,苏德奇,等.卫生毒理学实验教学考核模式改革的实践与探讨 [J].新疆医科大学学报,2014(2): 252-253. DOI:10.3969/j.issn.1009-5551.2014.02.035.
[30] 王欣,张晓迪,廖鼐,等.军事卫生毒理学精品课程建设的探索 [J].基础医学教育,2013,15(8): 763-765.DOI:10.3969/j.issn.2095-1450.2013.08.09.