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。

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.