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| 中文摘要: |
| 目的 探索新医科背景下在医学人文英语课堂中引入网络环境下以问题为基础的学习（web problem based learning，WPBL）教学法是否有助于课程学习和学生人文素养的提升。方法 以西安医学院临床专业2017级602名学生为实验组，2018级610名学生为对照组，围绕八大模块展开持续一学期的研究。对照组采用传统教学法；实验组依托蓝鸽云网络语言学习平台，使用WPBL教学法授课。教学结束后通过期末考试成绩比较、发放自制调查问卷，比较两种教学法对学生自学能力、思维能力、团队合作能力、知识运用能力培养等方面的教学效果。数据采用SPSS 20.0进行统计学处理。结果 实验组学生期末平均成绩（62.13±2.11）分高于对照组（60.42±2.03）分，差异有统计学意义（P<0.05）。调查问卷的结果显示，两组学生在评价教学效果的各项目上均存在差异，且实验组的各项比例均在60%以上，显著高于对照组。实验组93.3%的学生满意WPBL教学法，对照组只有43.0%的学生满意传统教学法，两者差异显著。实验组学生在自学能力、查阅资料能力、探索知识能力、语言表达能力和发现问题、解决问题能力方面的评价均高于对照组学生。91.1%的实验组学生认为在课程中引入WPBL教学法有助于提升他们的医学人文素养，高于对照组学生的比例。结论 医学人文英语课程引入WPBL教学法既能使学生掌握学习本领，又能强化学生人文素养，有助于推动医学教育发展。 |
| 英文摘要: |
| Objective To explore whether the introduction of web problem based learning (WPBL) teaching method in medical humanities English class under the background of new medical science is helpful to the course learning and the improvement of students' humanistic quality. Methods Taking 602 students from Batch 2017 clinical medicine in Xi'an Medical University as the experimental group and 610 students from Batch 2018 as the control group, the research lasting a semester was carried out around eight modules. The control group adopted the traditional teaching mode, while the experimental group used the WPBL mode for teaching relying on the Blue Pigeon Cloud Network Language Learning Platform. After teaching, through comparing the final exam results and issuing self-made questionnaires, the teaching effects of the two methods on students' self-study ability, thinking ability, teamwork ability and knowledge application ability were compared. The data were statistically processed by SPSS 20.0. Results The final average score of the experimental group (62.13±2.11) was higher than that of the control group (60.42±2.03), with significant differences (P < 0.05). According to the statistical analysis of the questionnaire, there were differences between the two groups in evaluating the teaching effect, and the proportion of the experimental group was over 60%, significantly higher than that of the control group. 93.3% of the students in the experimental group were satisfied with the WPBL teaching method, while only 43.0% of the students in the control group were satisfied with the traditional teaching method, showing a significant difference between them. The evaluation of students in the experimental group were higher than the control group in terms of self-study ability, data access ability, knowledge exploration ability, language expression ability and problem finding and solving ability. 91.1% of students in the experimental group believed that the introduction of WPBL teaching mode in the course would help to improve their medical humanistic quality, which was significantly higher than the proportion of students in the control group. Conclusion The empirical study shows that the introduction of WPBL teaching method in medical humanities English course can not only enable students to master learning skills, but also strengthen students' humanistic quality, thus promoting the development of medical education. |
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