中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (1): 1-5.DOI: 10.3760/cma.j.issn.1673-677X.2019.01.001

• 师资队伍建设 •    下一篇

教师成长档案袋在基于问题学习师资培养中的应用

刘冰1, 齐殿君2   

  1. 1中国医科大学附属第一医院局部解剖与手术学教研室 中国医科大学附属第一医院肛肠外科,沈阳 110001;
    2中国医科大学附属第一医院全科医学教研室,沈阳 110001
  • 收稿日期:2018-06-10 出版日期:2019-01-01 发布日期:2020-12-08
  • 通讯作者: 齐殿君, Email: djqi@cmu.edu.cn, 电话: 024-83282946
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育立项课题(2016B-RC042)

The application of portfolio on problem-based learning tutor training

Liu Bing1, Qi Dianjun2   

  1. 1Department of Regiomal Anatomy, The First Affiliated Hospital of China Medical University & Department of Anorectal Surgery, The First Affiliated Hospital of China Medical University, Shenyang 110001, China;
    2Department of General Practice, The First Affiliated Hospital of China Medical University, Shenyang 110001, China
  • Received:2018-06-10 Online:2019-01-01 Published:2020-12-08
  • Contact: Qi Dianjun, Email: djqi@cmu.edu.cn, Tel: 0086-24-83282946
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Higher Education Society Medical Education Specialized Committee 2016 Medical Education Research Project(2016B-RC042)

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摘要： 目的 探讨教师成长档案袋在基于问题学习(problem-based learning, PBL)师资培养的作用和意义。方法 本研究采用问卷调查方法。选择中国医科大学附属第一医院10名PBL师资为研究对象,通过建立教师成长档案袋的方法对PBL师资进行培养和评价。应用自制的PBL教学反思评价表、PBL教案质量评价表、PBL师资课堂表现评价表、PBL教学案例评价表和PBL师资培训需求调查表对教学档案袋的使用效果进行评价。应用SPSS 25.0 软件进行数据分析。结果 应用教师成长档案袋之后,师资的PBL教案质量评分(前后分别是72.13±6.94与78.10±7.89)、PBL教学反思总评分(前后分别是55.50±3.83与66.20±4.25)、PBL师资课堂表现总评分(前后分别是72.73±5.45与80.17±5.97)和PBL教学案例总评分(前后分别是72.13±6.94与78.10±7.89),均较前提高,差异均具有统计学意义(均P<0.01)。结论 教师成长档案袋是一种有效的PBL师资培养和评价方法。

关键词: 基于问题学习, 师资, 成长档案袋, 教案, 案例

Abstract: Objective To evaluate the effect and significance of portfolio on PBL tutor training.Methods 10 PBL tutors from the first affiliated hospital of China medical university were enrolled in this study and portfolio were used in PBL tutor training. Evaluation form of teaching reflection in PBL, evaluation form of teaching plans in PBL, evaluation form of PBL tutors performance, evaluation form of PBL cases and questionnaires of training demand of PBL tutors were used in teaching evaluation. SPSS 25 was used for data analysis.Results After the use of portfolio, teaching plans of PBL (from 72.13±6.94 up to78.10±7.89), teaching reflection in PBL (from 55.50±3.83 up to 66.20±4.25), PBL tutors performance (from 72.73±5.45 up to 80.17±5.97) and PBL cases (from 72.13±6.94 up to 78.10±7.89) were significantly improved(P<0.05).Conclusions Portfolio is an effective method in the training and evaluation offaculty who implement PBL.

Key words: Problem based learning, Tutor, Portfolio, Lesson plan, Cases

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