中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (3): 195-198.DOI: 10.3760/cma.j.cn115259-20220609-00753

• 教学方法 • 上一篇    下一篇

对分课堂结合基于案例学习在药理学理论教学中的应用

王秋宁1, 刘晓健1, 杨景明2   

  1. 1锦州医科大学基础医学院药理学教研室,锦州 121001;
    2锦州医科大学药学院生药学教研室,锦州 121001
  • 收稿日期:2022-06-09 出版日期:2023-03-01 发布日期:2023-02-24
  • 通讯作者: 杨景明, Email: yangjm@jzmu.edu.cn
  • 基金资助:
    锦州医科大学校级教学研究与改革项目( YB2021008)

The exploration and application of presentation-assimilation-discussion combined with case-based learning in pharmacology theory teaching

Wang Qiuning1, Liu Xiaojian1, Yang Jingming2   

  1. 1Department of Pharmacology, Basic Medical College, Jinzhou Medical University, Jinzhou 121000, China;
    2Department of Pharmacognosy, School of Pharmacy, Jinzhou Medical University, Jinzhou 121000, China
  • Received:2022-06-09 Online:2023-03-01 Published:2023-02-24
  • Contact: Yang Jingming, Email: yangjm@jzmu.edu.cn
  • Supported by:
    Teaching Research and Reform Project of Jinzhou Medical University (YB2021008)

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摘要： 目的 探讨在药理学理论教学中应用对分课堂(presentation-assimilation-discussion,PAD)结合基于案例学习(case-based learning, CBL)的教学效果。方法 2021年8至12月,随机选取锦州医科大学2018级临床医学专业2个班级学生为研究对象,以班级为单位随机分为对照组(29人)和试验组(32人)。试验组采用PAD结合CBL,对照组采用传统教学方法,采用学生期末考核和问卷调查评价教学效果。数据分析采用t检验和χ2检验。结果 试验组学生期末考核中知识掌握类型题、能力应用类型题及总成绩分别为(47.8±4.7)分、(35.8±2.6)分和(83.7±6.3)分,均高于对照组学生的(45.0±4.3)分、(30.0±3.0)分和 (75.1±7.1)分,差异均具有统计学意义(均P＜0.05)。问卷调查结果显示,试验组中28名(87.5%)学生认为主动学习能力得到了提升,对照组中为12名(41.4%)学生,而试验组中30名 (93.8%)学生对课堂感到的满意,对照组中为20名(69.0%)学生,两组学生评价的差异均具有统计学意义(均P＜0.05)。结论 药理学理论教学中采用PAD结合CBL的教学方法有助于学生对知识的掌握和运用,有助于培养学生的主动学习能力并提高课堂满意度。

关键词: 药理学, 学生,医科, 对分课堂, 基于案例学习, 理论教学, 教学方法

Abstract: Objective To explore the value and promotion feasibility of applying presentation-assimilation-discussion (PAD) class combined with case-based learning (CBL) method in the theory teaching of pharmacology. Methods From August to December 2021, two classes of undergraduate students majoring in clinical medicine in grade 2018 of Jinzhou Medical University were randomly selected as the research subjects and randomly divided into the control group (n=29) and experimental group (n=32). PAD combined with CBL was adopted in the experimental group while the traditional teaching method was adopted in the control group. The final examination and questionnaire survey were used to evaluate the learning effect. T test and χ2 test were used for data analysis. Results In the final examination, the scores of the knowledge mastery questions, the ability application questions and the total score in the experimental group were (47.8±4.7), (35.8±2.6) and (83.7±6.3) respectively, which were higher than those of the control group (45.0±4.3), (30.0±3.0) and (75.1±7.1), and the differences were statistically significant (all P<0. 05). The results of the questionnaire showed that 28 students (87.5%) in the experimental group and 12 students (41.4%) in the control group thought that their active learning ability had been improved. Thirty students (93.8%) in the experimental group and 20 students (69.0%) in the control group were satisfied with the classroom. The differences between the two groups were statistically significant (all P<0.05). Conclusions PAD combined with CBL teaching method in pharmacology theory teaching is helpful for students to grasp and apply knowledge, to cultivate their active learning ability and to improve classroom satisfaction.

Key words: Pharmacology, Students, medical, Presentation-assimilation-discussion class, Case-based learning, Theory teaching, Teaching methods

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