CBL教学模式在细胞研究进展教学中的应用效果

目的:探讨案例式教学(CBL)教学模式在细胞研究进展教学中的应用效果。方法:选择我校2013~2015级选修"细胞研究进展"的学生80人为研究对象,按选修课程时间的不同分为实验组及常规组各40例。常规组实施传统的教学模式(LBL),实验组实施CBL教学模式,调查两组学生的教学效果并比较两组学生考试得分情况。结果:实验组学生分析问题的能力、临床思维的建立、课堂积极性及教学满意度得分均高于常规组,差异均有统计学意义(P0.05)。实验组学生临床案例分析及临床操作能力得分均高于常规组,差异均有统计学意义(P0.05)。结论:对选修细胞研究进展课程的学生采用CBL模式进行教学,有助于其建立临床思维,提高临床操作能力,提高学生对教学的满意度。

Application Effect of Applying CBL in the Teaching of Cell Research Progress

ABSTRACT Objective: To explore the application effect of applying case based learning (CBL) in the teaching of cell research progress. Methods: Selected 80 students who took "cell research progress" as an elective course in our school from 2013 to 2015, they were divided into the experimental group and the conventional group, each of the 40 cases,according to the different elective course time. Lecture-based learning (LBL) was implemented in the conventional group, the CBL teaching mode was implemented in the experimental group, teaching effects and test scores were compared between the two groups. Results: The ability of analyze problems,establishment of clinical thinking, classroom enthusiasm and teaching satisfaction scores in the experimental group were higher than the conventional group, the differences were statistically significant(P<0.05). The clinical case analysis and clinical operation skill scores in the experimen- tal group were higher than conventional group, the differences were statistically significant (P<0.05). Conclusion: Using CBL teaching mode in the students who take "cell research progress" as an elective course,is able to establish the clinical thinking,improve the ability of clinical operation, as well as the satisfaction to the teaching of students.