【摘要】 目的确定在大班口腔医学课程中实施PBL教学的可行性以及学生中先前有PBL学习经验是否是必要的。方法选择中国医科大学2个大班的总计236名学生。一个班级(118名学生)先前有PBL教学的学习经验,而另一个班级(113名学生)没有。每个班级被细分为15个小组(每组7～8名学生),每周由相同的教师进行2次单独的100 min的PBL教学课程。每个PBL课程班级有2名助教,一个是本专业的助教,另一个是非本专业的助教。理论考试和病例分析考试的成绩采用t检验进行统计分析;调查问卷用来评估学生和助教的反馈意见,调查结果采用秩和检验进行分析。结果来自学生和助教的反馈意见是积极的。调查问卷显示,有PBL经验和没有PBL经验的学生都认为教学方法是快乐和有效的。分析结果显示学生已经完成了学习目标。理论和病例分析考试的结果显示:有PBL经验和没有PBL经验的班级之间不存在显著差异。在该课程中学生每周课后的平均学习时间:没有PBL经验的学生为(6.3±1.1)h,而有PBL经验的学生为(4.7±0.981)h(t=11.94,P<0.001)。没有PBL经验的学生表现出对本专业的助教更加依赖。结论在大班中实施PBL是可行的,可以不在有限的教育资源中占用更多。先前的PBL学习经验是有益的,但不是必需的。更多还原

【Abstract】 Objective To determine the feasibility of implementing problem-based learning(PBL) in a large class and whether previous PBL experience was necessary.Methods A total of 236 students from 2 large classes of China Medical University were enrolled.One class(118 students) had had a previous small-group PBL experience and the other class(113 students) had not.Each class was subdivided into 15 groups(7 to 8 students/group).The same teacher gave 2 separate 100-minute PBL sessions per week.Each PBL class had 2 teaching assistants.One was in this major and the other was not.The results of the theoretical examination and case analysis examinations were analyzed by t test.Questionnaires were used to evaluate both students′ and teaching assistants′ feedbacks,and the results were analyzed by Rank sum test.Results The feedback from both students and teaching assistants was positive.According to the questionnaire,both experienced and non-experienced students acknowledged that the teaching method was enjoyable and functional.The test results showed students had achieved the learning objectives.The results of the theoretical and case analysis examinations showed no significant difference between the PBL experienced class and the non-experienced class.The mean study time spent weekly after class by the students on the course was about 6.3±1.1 hours for the non-experienced students and 4.7±0.981 hours for the experienced students(t=11.94,P﹤0.001).The non-experienced students showed more preference for the teaching assistants.Conclusions Implementing PBL in a large class is feasible without extracting great demand from limited educational resources.Previous PBL experience is helpful but not necessary.更多还原