Research on the effectiveness of WPBL teaching method in medical humanities English course under the background of "New Medical Science"
10.3760/cma.j.cn116021-20191229-00392
- VernacularTitle:"新医科"背景下WPBL教学法在医学人文英语课程中的效用研究
- Author:
Wei WEI
;
Ting XUE
- From:
Chinese Journal of Medical Education Research
2021;20(2):160-164
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore whether the introduction of web problem based learning (WPBL) teaching method in medical humanities English class under the background of new medical science is helpful to the course learning and the improvement of students' humanistic quality.Methods:Taking 602 students from Batch 2017 clinical medicine in Xi'an Medical University as the experimental group and 610 students from Batch 2018 as the control group, the research lasting a semester was carried out around eight modules. The control group adopted the traditional teaching mode, while the experimental group used the WPBL mode for teaching relying on the Blue Pigeon Cloud Network Language Learning Platform. After teaching, through comparing the final exam results and issuing self-made questionnaires, the teaching effects of the two methods on students' self-study ability, thinking ability, teamwork ability and knowledge application ability were compared. The data were statistically processed by SPSS 20.0.Results:The final average score of the experimental group (62.13±2.11) was higher than that of the control group (60.42±2.03), with significant differences ( P < 0.05). According to the statistical analysis of the questionnaire, there were differences between the two groups in evaluating the teaching effect, and the proportion of the experimental group was over 60%, significantly higher than that of the control group. 93.3% of the students in the experimental group were satisfied with the WPBL teaching method, while only 43.0% of the students in the control group were satisfied with the traditional teaching method, showing a significant difference between them. The evaluation of students in the experimental group were higher than the control group in terms of self-study ability, data access ability, knowledge exploration ability, language expression ability and problem finding and solving ability. 91.1% of students in the experimental group believed that the introduction of WPBL teaching mode in the course would help to improve their medical humanistic quality, which was significantly higher than the proportion of students in the control group. Conclusion:The empirical study shows that the introduction of WPBL teaching method in medical humanities English course can not only enable students to master learning skills, but also strengthen students' humanistic quality, thus promoting the development of medical education.
