The research on the application of the virtual and simulative teaching platform in the course of "physical diagnostics" to implement PBL teaching method
10.3760/cma.j.issn.2095-1485.2018.11.008
- VernacularTitle:在《物理诊断学》课程中应用虚拟仿真教学平台实施PBL的研究
- Author:
Lüxia DAI
1
;
Dengbang CHEN
;
Xu HE
;
Yan LAI
;
Jun FENG
Author Information
1. 610500,成都医学院临床医学院诊断学教研室
- Keywords:
Virtual;
Teaching platform;
Physical diagnostics;
Problem-based learning (PBL)
- From:
Chinese Journal of Medical Education Research
2018;17(11):1117-1120
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of "physical diagnostics". Methods The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result Questionnaire survey of satisfaction for the course showed that 92.6％ students (150 students) in experimental group were interested in the new course, 84.6％ students (137 students) felt it could increase the learning interest, and 91.3％ students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of"physical diagnostics" [(26.1±5.6) vs. (21.6±4.3), P<0.05]. Conclusion The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives, which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.
