【摘要】 目的 探讨Seminar-案例教学模式在病理学实验教学中教学效果。方法 2020年9月—2021年1月将齐齐哈尔医学院临床医学专业2018级1班50名本科生随机分为对照组和实验组,分别采用传统讲授教学模式和Seminar-案例教学模式进行教学。比较两组学生的实验课考试成绩及DREEM量表评分。结果 实验组实验课考试成绩为(18.30±0.77)分高于对照组实验课考试成绩(16.96±1.38)分,差异有统计学意义(t=4.240,P <0.01)。在学习知觉、学术自我知觉、环境知觉、社交自我知觉维度及教育环境评估量表(dundee ready education environment measure,DREEM)总分均显示实验组学生明显高于对照组学生(P <0.01),但两组学生对教师的知觉得分差异无统计学意义(P> 0.05)。结论 Seminar-案例教学法可使学生的自主学习、交际沟通能力有明显提升,更利于学生职业情感的培养,有助于学生进一步明确学习目标,提高学生学习成绩。更多还原

【Abstract】 Objective To study the effect of Seminar-Case Teaching Model used in Pathology experiment teaching.Methods Fifty undergraduate students from class 1, grade 2018 of majoring in Clinical Medicine Qiqihar Medical University from September 2020 to January 2021, were randomly divided into control group and experimental group,and were taught by traditional teaching mode and seminar case teaching mode respectively. The scores of the two groups of students in the experimental class and DREEM scale were compared. Results The score of the experimental class examination of experimental group was(18.30±0.77)points higher than that of control group(16.96±1.38) points,and the difference was statistically significant(t=4.240,P<0.01). The scores of learning perception, academic self-perception, environmental perception, social self-perception and DREEM scale showed that the students in the experimental group were significantly higher than those in the control group(P<0.01), but there was no significant difference in the perception scores of teachers between the two groups(P>0.05). Conclusion Seminar case teaching method can significantly improve students’ autonomous learning and communication skills, which is more conducive to the cultivation of students’ professional emotions, help students further clarify their learning goals and improve their academic performance.更多还原