Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching
10.3760/cma.j.issn.2095-1485.2020.01.018
- VernacularTitle:LBL结合PBL在病理生理学教学中的实践与探索
- Author:
Lijuan YANG
1
;
Lili LU
;
He GE
;
Xin SUN
;
Qi JING
;
Yanbo LIU
Author Information
1. 北华大学医学院机能实验部，吉林 132013
- From:
Chinese Journal of Medical Education Research
2020;19(1):78-82
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application of lecture-based learning (LBL) combined with problem-based learning (PBL) in the teaching of pathophysiology case analysis.Methods:The subjects were 62 preventive medicine majors of Grade 2015 and 68 stomatology majors of Grade 2015, and the course content was case analysis. PBL teaching was implemented in the preventive medicine major group and LBL+PBL teaching was implemented in the stomatology major group. Both groups received 6 class hours, among which the LBL+PBL teaching hours were allocated 2 class hours for LBL and 4 class hours for PBL. In addition, the questionnaire was used to evaluate the teaching effects between the two groups, and the descriptive analysis was used to evaluate relevant data lines.Results:Eleven students (17.742%) from the preventive medicine major group chose PBL teaching, while 38 students (92.647%) in the stomatology major group held a very positive attitude towards LBL+PBL teaching. It can be seen that the recognition degree of LBL+PBL teaching in the stomatology major group was higher than that of PBL teaching in the preventive medicine major group.Conclusion:Since students have received LBL teaching mode for a long time, it is difficult to accept and adapt to PBL teaching in terms of thinking and teamwork. Therefore, in the course of pathophysiology case analysis, LBL+PBL teaching shows a good effect, which is worthy of further exploration.
