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

Abstract

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

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