The pharmaceutical teaching method based on the four steps
10.3760/cma.j.issn.2095-1485.2015.06.008
- VernacularTitle:四步授课法在药剂学实验教学中的应用
- Author:
Chunchao HAN
;
Shiyuan WANG
- Publication Type:Journal Article
- Keywords:
Four steps;
Pharmacy Experiment;
Teaching Methods;
Experimental teaching
- From:
Chinese Journal of Medical Education Research
2015;14(6):572-575
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the differences of teaching effectiveness between the traditional experimental teaching method and the new one which is based on four steps of principle,design,correction and experiment.Method Stratified sampling method was used,and 120 students were divided into control group and experimental group.Taking the case of the preparation of powder,the two methods mentioned above were used respectively.The advantage of the new teaching method was that teachers only explained the experimental principle rather than the detailed process,and students designed the process and quality control standard by reviewing literatures.Through interactive evaluation between teachers and students,teaching effectiveness of the two methods was evaluated,and Excel and SPSS were applied for statistical analysis.Result There were no significant differences between the two groups in the aspects of experiment preparation,basic skills of experiment and understanding of knowledge (P＞0.05),but in the aspects of experiment initiative,degree of cooperation and the enthusiasm of asking questions there existed significant differences (the values of P were 0.000、0.012、0.000,respectively,P＜0.05).More than 95％ of students thought the new teaching method not only could more effectively improve the ability to analyze and solve problem but also develop the capacity for self-learning and innovation.In addition,it could improve the ability to collect information and psychological quality,and cultivate scientific and rigorous attitude.Conclusion Compared to the traditional experimental teaching method,the new one based on four steps of principle,design,correction and experiment emphasized the subjective initiative,and teachers played a directive role.This method provided the space for students to think,explore,discover,and create.In addition,it could strengthen student's practical ability and the ability to design preparation process independently.
