基于"雨课堂"的混合"基于问题的学习"模型在医学分子生物学实验课程中的应用和评估
Meng Qu1, Qinlong Hou1, Chunyan Yu1
1Department of Basic Medicine Experimental Teaching, School of Basic Medical Sciences, Beihua University, Jilin City, Jilin, China.
Frontiers in medicine
|August 9, 2024
概括
混合基于问题的学习 (hPBL) 模型显著改善了医学分子生物学实验课程中医学学生的表现. 与传统讲座相比,这种混合学习方法提高了技能和满意度.
科学领域:
- 医学教育 医学教育
- 生物技术是生物技术.
- 教学教育学 在教学上
背景情况:
- 医疗高等教育改革强调培养创新专业人士.
- 混合型基于问题的学习 (hPBL) 模式结合了基于问题的学习 (PBL) 和基于讲座的学习 (LBL).
- 在中国医学教育中,hPBL是一种新兴的方法,特别是在实验课程中.
研究的目的:
- 评估hPBL模型的应用和有效性.
- 在北华大学医学分子生物学实验课程中评估hPBL.
主要方法:
- 预防医学和医学成像学生参加了hPBL或LBL.
- "雨课堂"平台被用于课程交付.
- 在理论,操作,报告和应用方面评估学生的表现;通过问卷收集感知.
主要成果:
- hPBL组取得的最终评估得分明显高于LBL组.
- hPBL提高了学生的自我学习,实际应用和沟通技巧.
- 学生们对hPBL混合学习模型表示高度满意.
结论:
- hPBL模型有效地整合了PBL和LBL,以改善医学教育成果.
- 在北华大学医学分子生物学的实施表明提高了学生的表现和满意度.
- 该研究建议在其他医学实验课程中更广泛地采用hPBL模型.
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