中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (2): 139-142.DOI: 10.3760/cma.j.cn115259-20200515-00763

• 教学方法 • 上一篇    下一篇

“基于问题学习”在线教学方案的实施效果

蒲丹1, 张嵘2, 潘燕3, 吴立玲4, 张燕1, 王韵2   

  1. 1北京大学基础医学院教学办公室 100191;
    2北京大学基础医学院神经生物学系 100191;
    3北京大学基础医学院药理学系 100191;
    4北京大学基础医学院生理学与病理生理学系 100191
  • 收稿日期:2020-05-15 出版日期:2021-02-01 发布日期:2021-02-02
  • 通讯作者: 王韵, Email: wangy66@bjmu.edu.cn, 电话: 010-82801119

Evaluation of PBL-based online teaching program

Pu Dan1, Zhang Rong2, Pan Yan3, Wu Liling4, Zhang Yan1, Wang Yun2   

  1. 1Office of Education, School of Basic Medical Sciences, Peking University, Beijing 100191, China;
    2Department of Neurobiology, School of Basic Medical Sciences, Peking University, Beijing 100191, China;
    3Department of Pharmacology, School of Basic Medical Sciences, Peking University, Beijing 100191, China;
    4Department of Physiology and Pathophysiology, School of Basic Medical Sciences, Peking University, Beijing 100191, China
  • Received:2020-05-15 Online:2021-02-01 Published:2021-02-02
  • Contact: Wang Yun, Email: wangy66@bjmu.edu.cn, Tel: 0086-10-82801119

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摘要： 目的 分析“基于问题学习(problem-based learning,PBL)”在线教学方案的实施效果,为提高PBL在线教学质量提供参考。方法 2020年1月至5月,制定“视频会议系统+微信群+图书馆VPN在线资源+PBL网站” PBL在线教学方案(简称PBL在线教学方案),选取北京大学2017级八年制基础医学专业、2017级八年制和五年制临床医学专业共363名学生为研究对象,通过问卷调查和PBL网站反馈,以描述性分析和χ2检验分析PBL在线教学方案的实施效果。结果 90.9%(260/286)的学生反馈网络情况“很好”或“还行”。学生对PBL在线教学方案中学生主席、记录员、组员和指导教师的认可度分别为83.6%(239/286)、92.0%(263/286)、64.0%(183/286)和87.1%(249/286)。76.9%(220/286)的学生对讨论效果满意。关于学生对PBL在线教学和线下教学的学习效果反馈,在“案例学习提高对PBL的兴趣”[81.4%(763/937)比83.0%(1 698/2 047)]和“资讯收集、分析、整理和批判性阅读的提高”[87.8%(823/937)比89.8%(1 839/2 047)]2个方面,其差异均无统计学意义(均P>0.05);在“明确案例学习目标和重点,并掌握用于解释临床现象的机制”方面[85.4%(800/937)比90.4%(1 852/2 047)],其差异具有统计学意义(P＜0.01)。 网络情况能够保证PBL在线教学方案的实施;学生对PBL在线讨论时记录员和指导教师的认同度高;PBL在线教学效果基本达到线下教学效果。PBL在线教学方案对PBL混合式教学可以提供一定借鉴。

关键词: 基于问题学习, 医学生, 在线教学, 学习效果

Abstract: Objective To analyze the implementation outcomes of “problem-based learning (PBL)” online teaching program, and to provide experiences for improving the quality of this learning pathway online.Methods From January to May of 2020, PBL center in School of Basic Medical Sciences, Peking University, developed “Video Conference system + Wechat learning group + online VPN library resource + PBL website” online teaching model. Totally 363 undergraduates including basic medicine (8-year program) and clinical medicine (8- and 5-year program) of Grade 2017 were involved in this study. The outcomes of online PBL were evaluated by questionnaire and feedback information from PBL website during the course. Descriptive statistics and Chi-square test were used for data analysis.Results The majority of students (90.9%) rank the feedback as “very good” or “okay” to the function of network. The recognization of four different roles in PBL played by student chairman, recorder, group members and tutor, were respectively 83.6% (239/286), 92.0% (263/286), 64.0% (183/286) and 87.1% (249/286). 76.9% (220/286) of the students were satisfied with the effect of the discussion. On the feedback of students on the learning effect of PBL online and offline teaching, no significant difference was observed between onsite and online PBL as to the following two question, “improvement to PBL interesting” [81.4%(763/937)vs. 83.0%(1 698/2 047)] and “the improvement of abilities of information research and critical reading” [87.8%(823/937)vs. 89.8%(1 839/2 047)]. But the feedback on “ understanding the goals of tutorial and apply the mechanisms to develop and use clinical scenario” [85.4%(800/937)vs. 90.4%(1 852/2 047)], online PBL was significant different from onsite PBL (P＜0.01).Conclusions The network environment well supports the implementation of PBL online teaching scheme. The students have a high degree of recognition to the recorder and supervisor of PBL online discussion. The online learning effect is non-inferior to offline learning effect. This teaching program may provide a model in current PBL blended teaching pathways.

Key words: Problem-based learning, Medical student, Online teaching, Learning effect

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