【摘要】 为了满足医学院校生物化学教学国际化的需求,提高医学留学生生物化学教学水平,探讨PBL(problem-based learning)联合LBL(lecture-based learning)双轨教学模式的优越性,我们将本科层次的医学留学生按自然分配班级分为传统LBL教学对照组和PBL联合LBL双轨教学实验组;采用期末考试成绩量化和问卷调查相结合的方式,综合评价PBL联合LBL双轨教学法的教学效果。经统计分析,实验组学生成绩显著高于对照组学生成绩,90%以上的学生认为PBL联合LBL双轨教学模式能激发学习兴趣,提高自身多重能力。结果表明,PBL联合LBL双轨教学模式对医学留学生的生物化学的教学效果明显优于传统LBL教学。更多还原

【Abstract】 To evaluate the effect of PBL-LBL binding teaching model applied in biochemistry education for medical foreign students, the students were divided into two groups randomly: LBL model group and PBLLBL binding model group. The examination and questionnaires were used to evaluate the teaching effect. Compared to the LBL group, the PBL-LBL binding group achieves higher scores in theory examination. Moreover, the students in the PBL-LBL binding group believed it could motivate their study interests and improve their ability. In conclusion, for medical foreign students, PBL-LBL binding teaching model can improve the teaching quality of medical biochemistry than traditional LBL model.更多还原