[1]秦小英,王条敏.PBL教学法结合微课在药理学教学中的应用[J].医学信息,2020,(11):12-13.[doi:10.3969/j.issn.1006-1959.2020.11.005]
 QIN Xiao-ying,WANG Tiao-min.Application of PBL Teaching Method Combined with Micro-class in Pharmacology Teaching[J].Medical Information,2020,(11):12-13.[doi:10.3969/j.issn.1006-1959.2020.11.005]
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PBL教学法结合微课在药理学教学中的应用()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
期数:
2020年11期
页码:
12-13
栏目:
医学信息学
出版日期:
2020-06-01

文章信息/Info

Title:
Application of PBL Teaching Method Combined with Micro-class in Pharmacology Teaching
文章编号:
1006-1959(2020)11-0012-02
作者:
秦小英王条敏
(重庆医科大学附属永川医院药学部,重庆 402160)
Author(s):
QIN Xiao-yingWANG Tiao-min
(Department of Pharmacy,Yongchuan Hospital Affiliated to Chongqing Medical University,Chongqing 402160,China)
关键词:
PBL教学法微课药理学教学效果
Keywords:
PBL teaching methodMicro-classPharmacologyTeaching effect
分类号:
G642;R-4
DOI:
10.3969/j.issn.1006-1959.2020.11.005
文献标志码:
A
摘要:
目的 探讨PBL教学法结合微课在药理学教学中的应用效果。方法 选取2019年重庆医科大学2016级药学专业的59名学生作为研究对象,采用随机数字表法分为实验组(n=30)和照组(n=29)。对照组采用传统的教学方式,实验组采用PBL结合微课的教学方式,比较两组理论考试成绩及学生对教学模式满意度。结果 实验组学生理论成绩为(88.35±3.22)分,高于对照组的(73.28±4.56)分(P<0.05);实验组60~69分、70~79分占比低于对照组,80~89分和90~100分占比高于对照组(P<0.05);实验组学习积极性提升、独立思考能力提升、自主学习能力提升、拓展新的知识、解决问题能力提升、培养团队精神占比均高于对照组,差异有统计学意义(P<0.05)。结论 PBL教学法结合微课应用于药理学教学中,能激励学生学习的自主性,提升学生的理论成绩,可取得更高的满意度,从而提升了教学质量。
Abstract:
Objective To explore the application effect of PBL teaching method combined with micro-class in pharmacology teaching.Methods Selected 59 students of the 2016 pharmacy major of Chongqing Medical University in 2019 as the research object, and were divided into the experimental group (n=30) and the control group (n=29) by using the random number table method. The control group adopts traditional teaching methods, and the experimental group adopts PBL combined with micro-class teaching methods, compare the theoretical test scores and satisfaction for students with the teaching model between the two groups.Results The theoretical performance of the experimental group was (88.35±3.22) scores, which was better than that of (73.28±4.56) scores in the control group (P<0.05); the percentages of 60-69 and 70-79 scores in the experimental group were lower than those in the control group, while 80-89 and 90-100 scores in the experimental group were higher than those in the control group(P<0.05). The experimental group’s learning enthusiasm, independent thinking ability, independent learning ability, new knowledge development, problem-solving ability, and teamwork are all higher than the control group, and the difference was statistically significant(P<0.05). Conclusion The application of PBL teaching method combined with micro-class in pharmacology teaching can stimulate students ’autonomy in learning, improve the theoretical performance for students, and can achieve higher satisfaction, thereby improving the quality of teaching.

参考文献/References:

[1]刘志杰.PBL教学理念在药理学理论教学中的应用--以抗高血压药教学为例[J].赤峰学院学报(自然科学版),2018,34(2):140-141.[2]吴向东,王爽.多方法同步构建PBL教学模式在临床医学专业的应用[J].吉林医药学院学报,2019,40(1):76-77.[3]孙丽丽,季拓,齐丽丽,等.PBL教学法结合微课教学法在眼科学的应用[J].眼科学报,2019,34(3):196-200[4]朱新波.基于微课支撑下的药理学翻转课堂实践研究[J].基础医学教育,2018,20(7):587-589.[5]袁继行,王芳,孙树汉.CBL、PBL教学法与传统教学法在临床遗传学教学中的应用[J].医学研究与教育,2016,33(3):69-72.

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更新日期/Last Update: 1900-01-01