LBL与PBL相结合的教学模式在生理学教学中的应用及效果评价

目的:探讨LBL(Lecture-based Learning)结合PBL(Problem-Based Learning)教学在生理学教学中的应用及效果。方法:以山西医科大学汾阳学院2012级影像专业本科生为研究对象,学生随机分为两个教学班(A班与B班)。A班(102人)采用LBL教学,B班(42人)采用LBL结合PBL教学。其中,B班在PBL教学中分为7个小组,每组6人。课程结束后,两班采取相同试卷考试,对考试总成绩及论述题成绩比较分析,采用DREEM量表对教育环境进行评估。结果:B班论述题成绩显著高于A班(P0.05),但两班总成绩差异无统计学意义(P0.05);DREEM量表调查显示,B班学生的学习知觉、环境知觉、社交自我知觉、教育环境评估得分显著高于A班(P0.05);两班对教师的知觉、学术自我知觉得分差异无统计学意义(P0.05)。结论:LBL结合PBL教学可有效改善生理学教学环境,提高教学效果。     

浅谈免疫学与病原生物学整合课PBL教学模式

以问题为导向的PBL教学方法,将问题作为学习的起点,有助于提高学生解决问题的能力。免疫学与病原生物学整合课使用了PBL式教学。本教研室在扎实掌握重点知识的前提下,运用这种教学法,调动了学生自主学习的积极性,提高了学生的团队意识。学生的创新精神和能力有所提高。这种教学方法与传统教学方法有较大不同,而客观条件仍存在着一些不足,需要不断完善。     

医学微生物学PBL教学中常见问题与解决对策

PBL(Problem-Based Learning, PBL)是以问题为导向的教学方法, 是一种有效的教学补充手段, 对提高学生的自学能力、交流与合作能力、分析问题解决问题的能力有重要帮助。在PBL教学过程中, 应注意两个重要问题: 一个是教师角色的转换, 从讲授者转为引导者, 教师要把握好角色, 避免过多干涉学生的活动, 防止影响学生的热情与积极性; 同时要时刻让学生意识到自己是PBL教学的主体, 不应过份依赖教师; 另一个重要问题是学生教学活动与教学目标的偏离, 教师要认识、分析影响教学目标实现的常见问题, 有效引导教学活动沿主线向教学目标前进。     

Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.     

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.     

PBL教学法在老年医学科住院医师培训教学中的应用

目的:通过对比研究PBL(Problem-Based Learning)教学方法及LBL教学方法的特点,探索和总结PBL教学方法的特点,在老年医学科第一阶段住院医师规范化培训中的应用体会和效果评价。方法:将入老年医学科进行临床轮转的第一阶段住院医师30名,随机分为观察组(N=15)和对照组(N=15)。观察组采用PBL模式进行教学培训,对照组采用传统教学法(LBL),通过临床技能及理论知识考评、问卷形式评价及自我评价等方式来评估教学效果。结果:PBL教学组无论是笔试成绩还是问诊成绩均优于LBL组,差异具有统计学意义(P0.05);PBL教学组的课堂满意度明显优于LBL组,差异具有统计学意义(P0.05);两组培训医师对学习过程中的自我评价显示,PBL组培训医师对4个自我测评项目的结果显示均明显高于LBL组,具有显著性统计学差异(P0.01或0.05)。结论:PBL教学法有助于提高老年医学科住院医师的临床水平,有利于住院医师规范化培训的体系建设。     

基于PBL 构建的儿科学实习教学

PBL教学以问题为核心,以启发的方式和讨论的方式进行教学,该教学方法可以充分调动学生学习的主动性,比传统的教学方法更能有效完成儿科学实习教学,且有利于早期培养医学生良好的临床问题处理能力。本文论述如何将PBL教学模式引入儿科学实习教学,以及PBL教学法在儿科学实习教学中需注意的问题:问题设计合理、根据病人的不同调整教学方法、根据实习同学的不同调整教学内容和带教老师正确掌握角色任务。     

Stomata: Versatile Sensory Devices but Difficult Experimental Subjects

This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts.     

Helping Students Distinguish between Mixtures and Chemical Compounds

For most middle school-level students, summarizing main ideas can prove to be difficult, especially for those with low vocabulary and language acquisition skills. Working specifically with students who are English Language Learners (ELLs) and in a special education program, we discovered that teaching summarization as a reading strategy increased students' abilities to (a) acquire and use information and (b) better comprehend science concepts. In combination with other vocabulary attainment activities, summary frames enhanced the students' ability to apply information to discussions, laboratory reports, and projects. In this article, we demonstrate how to use the summary frame strategy in the context of a lesson on cells. This lesson allows for (a) knowledge of terminology through vocabulary card activities, (b) comprehension of concepts presented through summary frame activities, and (c) application of concepts through cell models and organelle classroom responsibilities.     

A note on a quantitative genetic approach for modelling of differentiation tasks

Learning capacities and cognitive abilities of farm animals will become more important and they will have an impact on animal welfare and productivity. Scientific examinations of these aspects presuppose genetic models. This paper presents an approach for modelling differentiation tasks in animal learning on a quantitative genetic basis. The approach links the likelihood function, to make a correct decision, with the two-dimensional density function, capable to be to decide right. The proposed model is able to depict several situations in learning processes of populations. Its parameters characterize the theoretical course of the learning process and also the stage of learning which a population has reached. The approach can be used to estimate parameters of a learning process and of the genetic disposition to learn, to estimate breeding values of learning capacity and to fit models on population's learning capability under selection.     

PBL 教学模式在八年制《医学导论》教学中的应用

《医学导论》课对于八年制临床医学专业学员的学习非常重要,将PBL教学模式应用到《医学导论》教学中,从课程设计、问题筛选、团队精神培养等环节进行实施,有利于培养学员自主学习和解决实际问题的能力,圆满完成了《医学导论》的教学任务。     

LBL结合PBL在物理诊断教学过程中的初步探索

目的:比较传统教学模式和问题教学法及二者结合教学法的不同优劣势,找出物理诊断学最佳教学方法。传统教学模式采用授课为主的教学法(lecture based learning,LBL),单单强调了教师的重要性,而忽视学生的主观能动性,不利于调动和培养学生自学和灵活运用所学知识的能力。问题教学法(Problem-based learning,PBL),其强调学生自身的主观能动性,弱化了教师在教学中的主体地位,学生有偏离教学主线的风险。因而如果将LBL与PBL有机结合在一起,将可能有利于提高学生的学习效率和学习效果。方法:选取97名全科医学本科学员,在物理诊断课程教学过程中,采用完全随机的方法分为2组,采用LBL教学方法组48人,采用LBL结合PBL教学方法组49人,通过分别对理论、实践分层打分,确定优秀、合格、不合格的比率,采用Mann-Whitney U检验最终评定2组教学方法的授课效果。结果:在理论考试中,2组学员在优秀、合格、不合格的分层评定上均无明显差异(P0.05),而在实践考核中,LBL+PBL组学员成绩在优秀这一分层评定中,优于LBL组,差异具有统计学意义(P0.05)。结论:LBL和PBL教学方法结合应用于物理诊断教学中,符合物理诊断教学的特点,更容易被学生接受,对于知识的识记和应用更有好处,从而更利于培养高素质医学人才,值得在物理诊断教学中进一步推广。     

PBL 法应用于留学生精神科临床教学中的体会与总结

随着医学教育的革新,PBL(Problem-based Learning)作为以问题为基础、学生为中心、培养学生自主学习能力的一种新型教学模式,逐渐成为国际现代医学教学改革的核心。本文在简单介绍PBL教学模式的衍生发展的基础上,结合笔者几年来的留学生教学经验和目前留学生教学的现状,阐述了在留学生精神病学教学中开展PBL教学的必要性,进而提出了适合留学生教学的PBL教学具体方案。     

Teaching Photosynthesis with ELL Students

Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching strategies, and assessment techniques appropriate for ELLs, as well as for English-speaking students.     

CBL教学法结合PBL教学法在肝胆外科教学中的应用

目的:研究以案例为基础的学习(CBL)教学法结合以问题为基础的学习(PBL)教学法在肝胆外科教学中的应用,为临床教学提供依据。方法:选取2014年1月到2015年6月我院肝胆外科实习生270例为研究对象,按照随机数字表法将实习生分为I组、II组和III组,每组90例,I组给予PBL联合CBL教学法,II组给予PBL教学法,III组给予传统学习(LBL)教学法,比较三组教学效果。结果:I组和II组学习兴趣、自主学习能力以及课堂氛围评分显著高于III组,I组知识理解评分显著高于II组和III组,II组显著高于III组,比较差异具有统计学意义(P0.05);I组基础知识分显著高于II组和III组,I组和II组临床技能评分显著高于III组,比较差异具有统计学意义(P0.05);I组和II组调查满意度显著高于III组,且I组显著高于II组,比较差异具有统计学意义(P0.05)。结论:PBL联合CBL教学法用于肝胆外科教学中能显著提高实习生的知识理解能力和满意度。     

Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence‐based educational theories and practices that underlie many active learning approaches such as self‐testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face‐to‐face and an online introductory level evolution and biodiversity course. We implemented TBL in the face‐to‐face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.     

Infrared Photography

Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of extending classroom literacy into the home. The suggestions and activities emphasize literacy strategies appropriate for ELLs as well as English-speaking students.     

Utilizing Saccharomyces in the classroom: a versatile organism for teaching and learning

In the world of higher education, one of the struggles instructors face in the classroom is engaging students in the material. A second discussion in higher education pedagogy is how to weigh content versus activity in the science classroom. How should college teaching be set up when students now have every fact ever found at their fingertips on a device no larger than a half sandwich? What is the correct balance in the classroom between content/ knowledge and activity? As instructors grapple with these questions, a new type of learning experience called the Course Based Undergraduate Research Experience (CURE) has been developed, whereby students engage in an authentic research question in a classroom and laboratory setting. CUREs have been shown to be effective learning experiences for students but can be difficult to implement. Saccharomyces cerevisiae is a versatile and easy to use organism in the classroom that can be used for a wide variety of classroom activities. Described herein are a number of ways an instructor can use yeast in the classroom for authentic research experiences, especially focused towards a CURE.     

PBL结合LBL教学法在老年医学教学中的应用

目的:通过研究PBL结合LBL教学法在老年医学教学中的应用,观察与传统的LBL教学方法比较,PBL结合LBL教学法对学生考核成绩提高的作用,并探讨PBL结合LBL教学法加强对学生自主学习、综合实践、团队协作等各方面能力的提升。方法:选择2014年9月-2015年5月第三军医大学临床医学系2013级学生145名,随机分为实验组(PBL结合LBL教学法,75名)和对照组(传统的LBL教学法,70名)作为研究对象,通过考核与问卷调查评估结果。结果:以冠心病相关知识作为考核内容,与对照组比较,实验组考核成绩高于对照组(91.50±4.36 vs.83.24±4.12,P0.01);对实验组学生75名发放调查问卷,87%以上学生认为该教学法对提高自身学习能力、激发学习兴趣、增强表达能力等方面有较大帮助。结论:PBL结合LBL的教学法有助于提高老年医学教学效果。