【摘要】 目的:生成性教学理念下PBL(problem based learning)教学方式,以学生为本激发学生学习的主动性,建立教材内容与获得间接经验的路径,提高教学效率。方法:采用分组教学对照研究法,通过教学效果满意度调查比较法和成绩考核比较法对学生进行满意度问卷调查和学习效果测试,采用t检验,对问卷调查结果采用χ2检验,P<0.05为有显著性差异。结果:两组比较,实验组(PBL组),出科考试成绩、技能操作成绩、病例分析能力及病史书写能力均明显高于对照组(P<0.05)。结论:生成性教学理念下的PBL教学模式适用于心内科见习带教。更多还原

【Abstract】 Objective: The pattern of PBL(problem based learning)under generative teaching inspire student’s initiative in learning,establish the pathway between the teaching material content and acquired indirect experience and improve teaching efficiency.Methods:To assess the teaching effect by contrast research group teaching using two ways: teaching effect satisfaction survey comparison method and performance appraisal comparison method.The result of the exam,t test analysis is used and χ 2 test is used for the questionnaire investigation.Statistical significance was defined as p<0.05.Results: Two groups of comparisons,the exam score,skill and operation achievements,case analysis ability and medical history written ability in PBL group of students were significantly higher in control group(p<0.05).Conclusion:The principle of PBL teaching pattern under generative teaching is suitable for apprenticeship teaching in cardiovascular department.更多还原