C-PBL联合本科生导师制教学模式在医学免疫学教学中的应用
The Application of C-PBL Combined With Undergraduate Tutorial Teaching Model in Medical Immunology Teaching
张涛 1柳朝阳 2吕仁杰 2高雨田 2梁立春 1郑华 1刘雯月 1张鹏霞3
作者信息
- 1. 佳木斯大学基础医学院,黑龙江 佳木斯 154000
- 2. 佳木斯大学附属第一医院神经内科,黑龙江 佳木斯 154000
- 3. 佳木斯大学医学部,黑龙江 佳木斯 154000
- 折叠
摘要
目的 探讨问题设置与合作学习(collaborative problem-based learning,C-PBL)联合本科生导师制教学模式在五年制临床医学专业医学免疫学课程中的应用效果.方法 选取 2022 年 9 月—2023 年 6 月佳木斯大学2022 级 60 名五年制临床医学专业学生为研究对象.将2022级临床2班30名学生设为试验组,2022级临床5班30名学生设为对照组.试验组采用C-PBL联合本科生导师制教学模式,对照组采用传统的教学模式教学.通过比较2组学生免疫学期末考试成绩、学习成果汇报、教学方法满意度问卷调查结果评价授课效果.结果 与对照组相比,试验组学生的医学免疫学期末理论考试成绩优良率较高[83.33%(25/30)vs.53.33%(16/30)],差异有统计学意义(P＜0.05).试验组学生的学习成果汇报总分也高于对照组[(75.80±4.42)分vs.(71.23±3.50)分],差异均有统计学意义(P＜0.001).调查问卷的结果显示,试验组学生的总体教学满意度高于对照组[(19.53±1.98)分vs.(16.70±2.15)分],差异均有统计学意义(P＜0.001).结论 C-PBL联合本科生导师制教学模式可以提高临床医学专业学生对医学免疫学相关知识的理解,提高学生的自主学习能力,促进学生全方面发展.
Abstract
Objective To explore the application effect of the collaborative problem-based learning(C-PBL)combined with undergraduate tutorial teaching model in the five-year clinical medicine major medical immunology course.Methods From September 2022 to June 2023,a total of 60 five-year clinical medical students from Jiamusi University were selected as the research objects.A total of 30 students from clinical class 2 of grade 2022 were set as the experimental group,and a total of 30 students from clinical class 5 of grade 2022 were set as the control group.The experimental group was taught with the C-PBL combined undergraduate tutorial teaching model,while the control group was taught with the traditional teaching mode.The teaching effect was evaluated by comparing the results of immunology final exam,learning achievement report and teaching method satisfaction questionnaire of the two groups of students.Results Compared with the control group,the experimental group had a higher rate of excellent and good scores in the final theory examination of medical immunology[83.33%(25/30)vs.53.33%(16/30)],and the difference was statistically significant(P<0.05).The total score of learning outcomes reported by the experimental group was also higher than that of the control group[(75.80±4.42)points vs.(71.23±3.50)points],and the differences were statistically significant(P<0.001).The results of the questionnaire showed that the overall teaching satisfaction of the experimental group was higher than that of the control group[(19.53±1.98)points vs.(16.70±2.15)points],and the differences were statistically significant(P<0.001).Conclusion C-PBL combined with undergraduate tutorial teaching model can improve the understanding of medical immunology related knowledge of clinical medical students,improve their independent learning ability,and promote their all-round development.
关键词
医学免疫学/临床医学专业/问题设置与合作学习/本科生导师制/授课效果/自主学习能力Key words
medical immunology/clinical medicine specialty/collaborative problem-based learning/undergraduate tutorial system/teaching effect/self-directed learning ability引用本文复制引用
出版年
2024
NETL
NSTL
维普
万方数据