北京协和医学院医学微生物教学中,采用以框架为基础的教学/自学模式,82名学生参与其中。本文对以框架为基础的教学/自学模式在微生物学教学中的实施效果进行了评估,主要从8个方面评估了学生组织自学后的自我展示情况,同时学生也从10个方面对该教学/自学模式的实施效果进行了匿名评估。结果显示,学生自我展示情况各项得分(满分为5分)为(4.30±0.33)分~(4.66±0.21)分；学生匿名评估的各项得分(满分为4分)为(3.13±0.75)分~(2.33±0.79)分。实践证明,学生在以框架为基础的自学训练中表现良好,大部分学生对此教学/自学模式持正面和积极的看法,此教学/自学模式比较适用于现阶段本学院的医学微生物学教学。%Frame-work based learning (FBL) was applied as an individual teaching model in the teaching of Medical Microbiology in Peking Union Medical College. 82 medical students were enrolled in the practice of FBL. This study aimed to have a preliminary formal evaluation of the teaching effect and the teaching model. The teaching effect and students' performance in the presentation was evaluated in eight aspects, and anonymous evaluation of FBL was executed using ten items. Scores in the evaluation of presentation ranged from (4. 30±0. 33) to (4. 66±0. 21), and scores of anonymous evaluation ranged from (3. 13±0. 75) to (2. 33±0. 79). The students exhibited a good performance and positive evaluation results in this frame-work based learning, indicating that it may be suitable for the teaching/ learning in medical microbiology at the present stage.
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