引用本文:谭斯品 肖子辉 涂自智 王慷慨 刘瑛 蒋碧梅 邓恭华 张华莉 肖献忠.基于案例和问题的交互式病理生理学教学效果评价[J].中华医学教育探索杂志,2019,18(9):884~
基于案例和问题的交互式病理生理学教学效果评价
Evaluation on case/problem-based and interactive teaching mode in pathophysiology curriculum
DOI:
中文关键词:  病理生理学  基于病例的学习  基于问题的学习  自主学习
英文关键词:Pathophysiology  Case-based learning  Problem based  Active learning
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作者单位
谭斯品 肖子辉 涂自智 王慷慨 刘瑛 蒋碧梅 邓恭华 张华莉 肖献忠 中南大学湘雅医学院病理生理学系长沙 410078 
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中文摘要:
      目的 评价病理生理学课堂教学应用“基于案例和问题的交互式教学”的效果,为促进学生从被动学习到主动学习,以及培养临床思维提供新思路。方法 在中南大学湘雅医学院2015级临床医学五年制和其他非临床专业的病理生理学教学中采用“基于案例和问题的交互式教学”,以460名医学生为调查对象,采取无记名问卷调查对基于案例和问题的交互式教学的效果进行评价,主要了解学生对该教学的认可程度。运用Excel收集、处理数据,描述性分析计算各指标百分率。结果 共发放问卷460份,回收有效问卷453份,获得如下评价结果:①针对该教学实施的课前导学,402人(88.7%)认为课前导学促使相关教学内容的预习;375人(82.8%)认为课前导学可以提高课堂讨论质量;347人(76.6%)认为课前导学扩大思考探索空间,而课前导学并不会增加学生的学习负担(306人,67.6%)。②学生认为“基于案例和问题的交互式教学”与传统教学相比具有以下优势:有利于培养学生的临床思维能力(414人,91.4%);增强知识的理解记忆(400人,88.3%);吸引学生课堂注意力(380人,83.9%);激发学生参与讨论的兴趣(327人,72.2%)。③379名学生(83.4%)更喜欢这种教学方式,认为可以提高分析解决问题的能力(325人,71.7%),培养临床思维能力(321人,70.9%),提高自学能力(247人,54.5%)和综合归纳能力(197人,43.5%)。结论 在病理生理学课堂教学中采用“基于案例和问题的交互式教学”,可提高学生自主学习能力,活跃课堂气氛,提高教学质量,能有效培养学生的临床思维能力,在基础医学的课堂教学中值得推广和应用。
英文摘要:
      Objectives To provide new ideas on how to shift students' learning attitude from passive learning to active learning, we explored and evaluated a case/problem-based and interactive teaching mode in pathophysiology curriculum. Methods Case/problem-based and interactive teaching mode is an innovative teaching model adopted in pathophysiology curriculum for grade 2015 students of 5-year program in clinical medicine and other medical students of non-clinical majors in Xiangya Medical School, Central South University. The teaching effectiveness of the case/problem-based and interactive teaching mode was evaluated by questionnaire survey, with 460 medical students enrolled in the survey whose approval degree on current teaching mode was analyzed. Excel was used to collect and process data, complete descriptive analysis and calculation of the percentage of indicators. Results A total of 460 anonymous questionnaires were distributed and 453 valid questionnaires were retrieved, from which the following information was obtained: ①Pre-class learners' guidance designed for current teaching mode: 88.7% of students (402/453) believed that "Pre-class Learners' Guidance" motivated them to preview relevant teaching contents before class. 82.8% of students (375/453) believed "Pre-class Learners' Guidance" improved discussion quality in class. 76.6% of students (347/453) believed "Pre-class Learners' Guidance" expanded thinking and exploring space, while it did not increase student study burden (306/453, 67.6%). ②Compared with traditional teaching mode, the case/problem-based and interactive teaching mode had following advantages: It's helpful to cultivate students' clinical thinking (414/453, 91.4%), strengthen students' memory and understanding during study (400/453, 88.3%), attract students' attention in class (380/453, 83.9%), and aroused student's interest in class discussion (327/453, 72.2%). ③83.4% of students (379/453) preferred current teaching mode: they believed this teaching mode could improve students' ability to analyze and solve problems (325/453,71.7%), train clinical thinking (321/453, 70.9%), improve students' self-study ability (247/453, 54.5%) and increase students' capabilities of making summary and conclusion (197/453, 43.5%). Conclusion Case/problem-based and interactive teaching mode in pathophysiology curriculum enhances students' ability of self-studying, activates classroom's atmosphere, improves teaching quality, and effectively fosters students' clinical thinking. Therefore, this teaching mode deserves to be spread and applied in classroom teaching of pathophysiology and other basic medicine disciplines as well.
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