以问题为基础的教学法在儿科心血管系统疾病理论课教学中的应用评价

摘要

Objective :To evaluate the effect of problem-based learning(PBL) in teaching pediatric cardiovascular system disease.Methods:Through flipping a coin, medical undergraduate students ,were divided into PBL group( pharmacy Grade 2008, n = 107 ) and lecture-based learning(LBL) group ( preventive medicine Grade 2008, n = 104 ), respectively. For two groups, corresponding teaching method was conducted in the chapter of pediatric cardiovascular system disease. The attitudes towards PBL and LBL were investigated by questionnaire survey. Theory test scores were compared between both groups. Results:The ratio of approval attitude towards PBL in PBL group was significantly higher than the ratio of approval attitude towards LBL in LBL group (88.8 ％ vs 59.6％, P ＜ 0.01 ). Theory test scores were significantly higher in PBL group than in LBL group(P ＜0. 0l ). Conclusions:PBL is superior to LBL,which suggests that PBL teaching method can be used in theoretical course teaching of pediatric cardiovascular system disease.%目的:探讨以问题为基础的教学法(problem-based learning,PBL)在儿科心血管系统疾病理论课教学中的应用效果.方法:以掷硬币法将2008级药学本科生定为PBL组(n=107),2008级预防医学本科生定为以讲授为基础的教学(lecture-based learning,LBL)组(n=104).对2组学生分别采用PBL和LBL教学法学习儿科心血管系统疾病,采用问卷调查形式比较2组学生对PBL和LBL教学法的态度,并比较2组学生的理论考试成绩.结果:PBL组学生对PBL教学法持赞成态度的百分率为88.8%,高于LBL组学生对LBL教学法持赞成态度的59.6%(P<0.01),且PBL组理论考试成绩显著高于LBL组(P<0.01).结论:PBL教学法效果优于LBL教学法,可用于儿科心血管系统疾病的理论课教学.