摘要
目的:探究基于认知发现学习理论的PBL教学法在心内科教学中的应用价值。方法:将某医科大学2016级本科临床专业1、2、3、4班中126人(合堂一)作为研究班级,2016级本科临床专业5、6、7、8班中132人(合堂二)作为对照班级,均为随机分班。对照班级施行单一PBL教学法,研究班级施行基于认知发现学习理论的PBL教学法,分析两班级学生心内科考核成绩、心内科教学效果、心内科教学满意度。结果:研究班级学生的心内科考核成绩高于对照班级,差异有统计学意义(P<0.05);研究班级中教学优良率高于对照班级,差异有统计学意义(P<0.05);研究班级学生的教学满意度高于对照班级,差异有统计学意义(P<0.05)。结论:在医学院心内科教学中实施基于认知发现学习理论的PBL教学法可显著提升医学生的心内科专业成绩、教学效果及对教学的满意度。
Objective:To explore the application value of PBL teaching method based on cognitive discovery learning theory in cardiology teaching.Methods:In this study,126 undergraduates of Class 2016 from clinical Class 1,2,3 and 4 in Guangdong Medical University(Combined Class 1)were combined as the research class while 132 students(Combined Class 2)from Clinical Class 5,6,7,and 8 were combined as the control class.PBL teaching method was implemented in the control class,and the PBL teaching method based on the cognitive discovery learning theory was implemented in the research class.The cardiology assessment results,cardiology teaching effects,and cardiology teaching satisfaction of the two classes were analyzed.Results:The cardiology examination scores in the study class(93.13±7.36)were higher than those of the control class and the difference was statistically significant(P<0.05);The excellent rate of teaching in the research class was higher than that in the control class,and the difference was statistically significant(P<0.05);the teaching satisfaction rate of medical students in the research class was higher than that of the control class with,and the difference was statistically significant(P<0.05).Conclusion:PBL teaching method based on cognitive discovery learning theory in the cardiology department of medical school can significantly improve medical students'professional performance,satisfaction with teaching and teaching effects.
作者
张谷
林晖
陈玲
ZHANG Gu;LIN Hui;CHEN Ling(The Second Affiliated Hospital of Guangdong Medical University,Zhanjiang 524000,Guangdong)
出处
《安徽医专学报》
2022年第2期105-108,共4页
Journal of Anhui Medical College
关键词
认知发现学习理论
PBL教学法
心内科教学
传统教学
价值
cognitive discovery learning theory
PBL teaching method
cardiology teaching
traditional teaching
value
作者简介
张谷,女,副主任医师。
