|
| PBL+CBL立体式教学在《病理生理学》课程思政教学中的应用 |
| The application of PBL+CBL three-dimensional teaching method in the curriculum ideological and political teaching of pathophysiology |
| 投稿时间：2022-03-18 修订日期：2023-04-04 |
| DOI： |
| 中文关键词: PBL；CBL；病理生理学；课程思政 |
| 英文关键词: Problem-based learning; Case-based learning; Pathophysiology; Curriculum Ideological and Political Teaching |
| 基金项目:1.国家教育部教学项目（继-2021-0029）（国家级《病理生理学》课程思政示范课程及国家级课程思政教学团队），2.安徽省教育厅质量工程项目《病理生理学》课程思政示范课程（2020szsfkc0502），3.安徽医科大学《病理生理学》课程思政试点教学改革示范项目，4.安徽省教育厅质量工程项目（2020mooc226）（内科学线上课程） |
| 作者 | 单位 | 邮编 | | 刘珺 | 安徽医科大学基础医学院病理生理学教研室，机能学实验中心 | 230032 | | 方皓舒 | 安徽医科大学基础医学院病理生理学教研室 | | | 尹艳艳 | 安徽医科大学基础医学院机能学实验中心 | | | 李菲菲 | 安徽医科大学基础医学院病理生理学教研室 | | | 郑红 | 安徽医科大学基础医学院病理生理学教研室 | | | 胡祥鹏* | 安徽医科大学第二附属医院消化内科，安徽医科大学第二临床学院内科学教研室 | |
|
| 摘要点击次数: 254 |
| 全文下载次数: 0 |
| 中文摘要: |
| 目的：探讨PBL+CBL立体式教学方法在病理生理学课程思政教学中的应用。方法：选择我校2018级预防医学专业的学生，随机抽取两个小班作为研究对象，每小班约30名同学左右，两个班级随机进入正常教学组和PBL+CBL教学组。两组同学均接受同一教师的规定病理生理学教学内容。PBL+CBL教学组在部分章节上课前会接收到临床病例及针对病例提出的问题，并进行课前讨论和课后总结。采用思政教学效果评价量表、大学生学习适应性量表，以“问卷星”在线问卷调查的形式，学生匿名自由填写表格（非强制填写），评估课程思政教学效果和医学生的学习适应性情况。并分析两个班学生的期末考试成绩和两年后的长效记忆能力是否存在差异。结果：PBL+CBL教学组学生填写课程思政评价表的比例高于正常教学组学生（p = 0.012）。PBL+CBL教学组学生的期末考试成绩和两年后的长效记忆能力均明显优于正常教学组（p < 0.01）。课程思政评价表的“本人的掌握程度”、“达到课程目标”、“这门课蕴含的思政元素”、“你对这门课的印象”这4个问题上的评价，PBL+CBL教学组学生明显优于正常教学组（p < 0.05）；此外，PBL+CBL教学组学生在基础医学课程中的学习适应性要优于正常教学组学生（p < 0.05）。结论：PBL+CBL立体式教学方法在病理生理学课程思政的教学过程中效果良好，学生满意度高，可进行推广。 |
| 英文摘要: |
| Objective: To explore the application of PBL+CBL teaching method in the ideological and political teaching of pathophysiology course. Method: Undergraduates of Grade 2018 majoring in preventive medicine from Anhui Medical University were divided into two group, including normal teaching group and the PBL+CBL teaching group. All students were accepted Pathophysiology course content from the same teacher. The PBL+CBL teaching group will receive clinical cases and some questions of the clinical cases before theory class, and participate in the discussion about the clinical cases pre- and post-class. The clinical cases should be associated with ideological and political education. The ideological and political teaching effect evaluation scale and the college students’ learning adaptability scale were used to evaluate the ideological and political teaching effect of the course and the study of medical student adaptability situation. Meanwhile, the final exam results and long-term memory ability of the two classes of students were calculated. Results: The proportion of students in the PBL+CBL teaching group filling out the curriculum ideological and political evaluation form was higher than that of the students in the normal teaching group (p = 0.012). The test scores of students in the PBL+CBL teaching group were significantly better than those in the normal teaching group (p <0.01). In the Course Ideological and Political Evaluation Form and in the learning adaptability in basic medical courses, the scores of students from PBL+CBL teaching group were significantly better than those in the normal teaching group (p <0.05). Conclusion: The PBL+CBL teaching method has a good effect in the ideological and political teaching process of the pathophysiology course. It can be popularized in the teaching process of other courses of basic medicine. |
|
View Fulltext
查看/发表评论 下载PDF阅读器 |
