摘要
为提高生理学课堂教学质量,在课堂教学中引入以病例为基础的教学方法(case-based learning,CBL),并针对预防医学和临床医学两个不同专业学生采取传统的讲授式教学法(Lecture-based learning,LBL)和LBL+CBL教学法。通过对2种教学方法的教学效果进行统计学分析发现,LBL+CBL教学法优于单纯的LBL教学法,学生对LBL+CBL教学模式认可度、临床思维能力的培养以及课堂收获情况均高于传统的LBL教学模式,该教学法值得推广。
CBL model was adopted in the classroom teaching for the purpose of improving physiology teaching.The students majored in preventive medicine were given conventional LBL model teaching and those who majored in clinic medicine were given the combination of LBL with CBL model teaching.The superiority of LBL+CBL model to single CBL model is observed by statistical analysis on the teaching effects of both models.Compared with LBL model,LBL+CBL model is more favored by students,and more effective in the cultivation of clinical thinking skills and also in student achievement,therefore,LBL+CBL model should be popularized.
作者
秦伟
陈远寿
郑晨
刘波
QIN Wei;CHEN Yuanshou;ZHENG Chen;LIU Bo(Department of Physiology,Zhuhai Campus of Zunyi Medical University,Guangdong Province,Zhuhai 519041,China)
出处
《中国中医药现代远程教育》
2020年第4期10-11,共2页
Chinese Medicine Modern Distance Education of China
基金
贵州省教育厅教学改革项目【No.2017520061】
遵义医学院教育教学改革计划项目【No.XJJG2018-02-033】
遵义医学院基础医学院教育教学改革项目【No.jcyx201601】。
