目的 探讨案例引导的探究性教学方法(下文简称“探究性教学”)在毒理学基础实验教学中的应用与效果。方法 选择贵州医科大学公共卫生学院五年制预防医学专业2012级~2015级447名学生为研究对象,其中110名2012级学生作为对照组,采用传统教学;337名2013级~2015级学生作为试验组,采用探究性教学。采用考试成绩和自编调查问卷对教学效果进行评价。结果 试验组学生的考试及格率及优良率分别为94.4%(318/337)、33.5%(113/337),均高于对照组学生的79.1%(87/110)和8.2%(9/110),差异有统计学意义(χ²=22.72、26.86,P<0.05);调查结果显示,试验组95名2015级学生中,63.2%(60/95)更喜欢探究性教学方法,认为此教学方法提升了其自主学习(88.4%,84/95)、解决问题(82.1%,78/95)、交流沟通(91.6%,87/95)和团队协作能力(84.2%,80/95)。结论 案例引导的探究性教学方法提高了毒理学实验的教学效果,并有助于学生综合素质的提升。

Objective To evaluate the effect of case method combined with research-based learning model on the teaching of toxicology experimental teaching for undergraduates. Methods All 447 students from the grade 2012-2015 of preventive medicine in the School of Public Health of Guizhou Medical University were recruited.The traditional teaching method(n=110) and the research-based teaching method(n=337) were adopted respectively, and the test scores and questionnaires were used to evaluate the effect. Results The pass rate and excellent rate of inquiry teaching were 94.4%(318/337) and 33.5%(113/337), which were higher than those of traditional teaching methods[79.1%(87/110) and 8.2%(9/110)],and the difference is statistically significant(χ²=22.72,26.86,P<0.05). The results of the questionnaire showed that most of the students preferred the inquiry teaching(63.2%,60/95),and that the inquiry teaching improved self-learning(88.4%,84/95), problem-solving(82.1%,78/95),communication(91.6%,87/95) and team work(84.2%,80/95). Conclusions The case-directed inquiry teaching method improves the teaching effect of toxicology experiments and contributes to the improvement of students' comprehensive quality.