某医学院校教师对基于问题学习教学的认知及应用情况研究

doi:10.3760/cma.j.issn.1673-677X.2018.03.020

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (3): 403-406.DOI: 10.3760/cma.j.issn.1673-677X.2018.03.020

某医学院校教师对基于问题学习教学的认知及应用情况研究

魏俊妮, 薛淑莲, 付振东

030001 太原, 山西医科大学公共卫生学院流行病学教研室

收稿日期:2017-06-19 出版日期:2018-06-01 发布日期:2020-12-08
通讯作者: 魏俊妮,Email:junxinni@163.com
基金资助:
山西省研究生教育改革研究课题(2017JG44);山西医科大学教育教学改革研究课题(sxykd16);山西医科大学学生创新项目基金资助项目(sxykd50)

Investigation on cognition and application of problem-based learning among teachers in a medical college

Wei Junni, Xue Shulian, Fu Zhendong

Department of Epidemiology,School of Public Health,Shanxi Medical University,Taiyuan 030001, China

Received:2017-06-19 Online:2018-06-01 Published:2020-12-08
Contact: Wei Junni, Email: junxinni@163.com
Supported by:
Graduate Student Education Reform Research Project in Shanxi Province(2017JG44); The Research of Education Teaching Reform of Shanxi Medical University(sxykd16); Students’ Innovative Projects Funded Projects (Training Program) of Shanxi Medical University(sxykd50)

摘要/Abstract

摘要： 目的了解某医学院专职教师对基于问题学习(problem-based learning,PBL)教学的认知和应用情况,并为医学教学方式的改进提供建议。方法采用问卷调查的方法对某医学院校从事教学工作的一线教师进行调查。采用SPSS 22.0软件对数据进行统计分析。结果共收回75份有效问卷,60.0%(45/75)的教师PBL知识来源于学校培训;12.0%(9/75)的教师PBL知识来源于广播、电视、报纸等媒体。不同专业教师PBL知识来源的差异具有统计学意义(χ²=18.69,P<0.001)。绝大多数教师表示喜欢PBL教学,认为PBL教学可以提高学生自主学习、摄取知识、解决问题和团队合作的精神。不同专业教师对PBL评价的差别无统计学意义(χ²=4.13, P=0.13)。现阶段有48.0%(36/75)的教师将PBL应用到教学中,但教学时间还相对较短。结论该校教师对PBL教学有较好的认知,应结合实际情况采用传统教学方法和PBL教学相结合。

关键词: 基于问题学习, 医学教育, 教师, 调查

Abstract: Objective To understand the cognition and application of the problem-based learning (PBL) from teachers in a medical college, and provide suggestions for medical teaching method improvement.Methods A cross-sectional survey was conducted among 75 teachers engaged in first-line teaching in medical colleges. The software SPSS 22.0 was used to analyze the data.Results Totally 75 valid answer sheets were received. A total of 60.0% (45/75) teachers’ PBL knowledge come from school training; 12.0% (9/75) teachers’ PBL knowledge were derived from radio, television, newspapers and other media. The difference in the source of PBL knowledge of different professional teachers was statistically significant(χ²=18.69,P<0.001)and the majority of them like this teaching method. It was believed that PBL teaching can improve students’ independent learning, knowledge, problem solving and teamwork spirit. There was no statistically significant difference between different professional teachers in PBL (χ²=4.13,P=0.13). At present, 48.0%(36/75) of teachers apply PBL teaching method to teaching, but PBL teaching time was relatively short.Conclusions The teachers from the school have a better understanding of the PBL teaching method. And traditional method combined with PBL is proposed according to the school’s present situation.

Key words: Problem-based learning, Medical education, Teacher, Survey

魏俊妮, 薛淑莲, 付振东. 某医学院校教师对基于问题学习教学的认知及应用情况研究[J]. 中华医学教育杂志, 2018, 38(3): 403-406.

Wei Junni, Xue Shulian, Fu Zhendong. Investigation on cognition and application of problem-based learning among teachers in a medical college[J]. Chinese Journal of Medical Education, 2018, 38(3): 403-406.

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某医学院校教师对基于问题学习教学的认知及应用情况研究

Investigation on cognition and application of problem-based learning among teachers in a medical college

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