[1]庞楠楠,骆婷婷,王新有,等.问题导向式教学模式在恶性血液病临床示教课的探索[J].医学信息,2019,(17):12-14.[doi:10.3969/j.issn.1006-1959.2019.17.003]
 PANG Nan-nan,LUO Ting-ting,WANG Xin-you,et al.Exploring the Problem-oriented Teaching Mode in the Clinical Teaching Course of Hematological Malignancies[J].Medical Information,2019,(17):12-14.[doi:10.3969/j.issn.1006-1959.2019.17.003]
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问题导向式教学模式在恶性血液病临床示教课的探索()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
期数:
2019年17期
页码:
12-14
栏目:
医学信息学
出版日期:
2019-09-01

文章信息/Info

Title:
Exploring the Problem-oriented Teaching Mode in the Clinical Teaching Course of Hematological Malignancies
文章编号:
1006-1959(2019)17-0004-03
作者:
庞楠楠骆婷婷王新有刘 颖范文霞王秀娟曲建华
新疆医科大学第一附属医院血液病中心/新疆维吾尔自治区血液病研究所, 新疆 乌鲁木齐 830054
Author(s):
PANG Nan-nanLUO Ting-tingWANG Xin-youLIU YingFAN Wen-xiaWANG Xiu-juanQU Jian-hua
the First Affiliated Hospital of Xinjiang Medical University,Hematology Center/Xinjiang Uygur Autonomous Region Institute of Hematology,Urumqi 830054,Xinjiang,China
关键词:
免疫分型恶性血液病临床示教
Keywords:
Key words:ImmunophenotypingMalignant hematological diseaseClinical teaching
分类号:
G642;R552
DOI:
10.3969/j.issn.1006-1959.2019.17.003
文献标志码:
A
摘要:
目的 探索问题导向式教学模式在恶性血液病临床示教中的应用。方法 以学习恶性血液病内容的98例2016级公卫学生作为研究对象,分为实验组51例和对照组47例。实验组先引入免疫分型资源,问题导向将教学内容问题化辅助教学;对照组学生用传统教学方法。课程结束后观察两组出科考试成绩和学习主动性评分。结果 实验组血液病出科考试成绩为(50.14±8.12)分,高于对照组的(40.40±7.91)分,差异具有统计学意义(P<0.05);实验组学习驱动力、深入学习、控制学习、扎实学习及学习积极主动性总分等均优于对照组,差异具有统计学意义(P<0.05)。结论 在恶性血液病的教学中通过问题导向将教学内容问题化,再合理引入免疫分型资源后可以培养学生深入学习的能力,提升教学质量,提高学生学习的积极主动性。
Abstract:
Abstract:Objective Exploring the application of problem-oriented teaching mode in clinical teaching of hematologic malignancies. Methods A total of 98 cases of 2016 public health students who studied the content of malignant hematological diseases were divided into experimental group 51 cases and control group 47 cases. The experimental group first introduced the immunophenotyping resources, and the problem-oriented guided the teaching content to assist the teaching; the control group students used the traditional teaching method. After the course, the two groups of examination scores and learning initiative scores were observed. Results The scores of the blood test in the experimental group were (50.14±8.12), which was higher than that in the control group (40.40±7.91),the difference was statistically significant (P<0.05). The experimental group learned the driving force, in-depth study and control. The total scores of learning, solid learning and learning initiative were better than the control group,the difference was statistically significant (P<0.05). Conclusion In the teaching of hematological malignancies, the content of teaching can be solved through problem-oriented, and then the introduction of immune typing resources can cultivate students' ability of in-depth study, improve teaching quality and improve students' initiative.

参考文献/References:

[1]庞楠楠,娜迪娅·阿不都克力木,江明,等.恶性血液病临床示教中实验室带教的思考[J].医学信息学,2016,29(5):5-6. [2]李晓.临床血液病学教学经验浅谈[J].浙江医学教育,2014,13(1):20-22. [3]谢更新.如何调动大学生的学习积极性与主动性的教学研究[J].中国科技投资,2018(27):257. [4]刘艳荣.实用流式细胞术-血液病篇[M].北京:北京大学医院出版社,2010:67-87. [5]陈飞,左学兰,何莉,等.以诊治指南为基础的案例教学法在留学生血液学教学中的应用[J].基础医学教育,2015,17(6):539-540,548.

更新日期/Last Update: 2019-09-01