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田丰卢强李小飞周勇安韩勇王小平 《现代生物医学进展》2014,14(10):1977-1979
目的:对比PBL教学法,研究CBL+PBL法在五年制临床医学本科胸腔外科临床教学中的应用及效果。方法:抽取五年制本科临床实习生共59人,随机分为实验组(29人)与对照组(30人),实验组采用CBL+PBL教学法讲授临床实践课,对照组采用单纯PBL法。授课结束后进行随堂测试及问卷调查。结果:①随堂测试:实验组病例分析题及总成绩高于对照组且差异有统计学意义(P0.05),选择题与简答题两组间成绩比较无统计学差异。②问卷调查:在是否有利于培养临床思维能力以及是否有利于理论联系临床问题中,实验组肯定回答的人数比例均高于对照组且差别有统计学意义。(P0.05)。两组之间在是否有利于提高学习兴趣、是否有利于提高团队协作能力、是否有利于知识的理解以及是否赞同本教学方法问题中,差异无统计学意义。结论:CBL+PBL教学法相对于单纯的PBL教学法而言,更适合在临床教学中应用。 相似文献
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Michael Bock Godela Rossner Michael Wissen Kalle Remm Tobias Langanke Stefan Lang Hermann Klug Thomas Blaschke Borut Vr
aj 《Ecological Indicators》2005,5(4):322
The paper presents an overview of the objectives and exemplary results of the FP 5 project “Spatial Indicators for European Nature Conservation” (SPIN). The SPIN project is focused on the development and testing of advanced classification methods and spatial indicators based on multisensor satellite data and GIS to accomplish monitoring and management tasks in the context of Natura 2000 and nature conservation. A representative selection of eight regional test areas covers a pan-European network and allows comparative investigations to provide accepted recommendations for regional and European nature conservation. The selected results of four case studies are presented and discussed. The range of work covers the production of regional and local habitat maps by object-oriented classification, a case-based reasoning method for change detection as a management support tool for planning and regulating local land use, the selection and application of structural indicators for the monitoring of Natura 2000 habitats and the downscaling and disaggregation of soil information. Results and the further implementation of presented methods are discussed in the conclusions. 相似文献
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“研究性课题”是编排在现行高中生物教材中的一类实施研究性学习的课程载体.主要介绍了研究性课题的内涵及特征,阐述了课题的指导策略和设计要素,选取了“培养学生搜集和分析资料能力”这一专题(采用1个典型案例),进行了研究性课题案例的指导设计、教学实践以及分析.由此可得出结论:生物学是与生产和现实生活密切联系的学科,非常适合开展研究性课题;一个自由、和谐、宽松和平等的教学氛围是激发学生创造性思维所必需的;研究性课题有极大的开放性,因此教师要把握好开放的“度”;教师应注重启发学生拓宽搜集资料的渠道,教给他们处理资料信息的方法. 相似文献
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目的探讨基于认知学徒制的CBL教学模式在护理专业学位研究生的临床实践能力培养中的应用效果。方法选取广西医科大学全日制护理硕士专业学位研究生作为研究对象,采用基于认知学徒制的CBL教学模式开展为期2周的临床实践课程教学,并评价其效果。结果培训前,学生的理论考核成绩为(80.64±1.91)分,培训后为(85.82±1.67)分,培训前后的理论考核成绩比较差异具有统计学意义(P<0.001);培训前,学生的技能操作考核成绩为(89.27±1.56)分,培训后为(93.64±1.80)分,培训前后的技能操作考核成绩比较差异有统计学意义(P<0.001)。结论基于认知学徒制的CBL教学模式有助于护理专业学位研究生临床实践能力的提升。 相似文献
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Yenny Leal Magda Ruiz Carol Lorencio Jorge Bondia Luis Mujica Josep Vehi 《Biomedical signal processing and control》2013,8(6):603-614
This paper introduces a data-driven methodology for detecting therapeutically correct and incorrect measurements in continuous glucose monitoring systems (CGMSs) in an intensive care unit (ICU). The data collected from 22 patients in an ICU with insulin therapy were obtained following the protocol established in the ICU. Measurements were classified using principal component analysis (PCA) in combination with case-based reasoning (CBR), where a PCA model was built to extract features that were used as inputs of the CBR system. CBR was trained to recognize patterns and classify these data. Experimental results showed that this methodology is a potential tool to distinguish between therapeutically correct and incorrect measurements from a CGMS, using the information provided by the monitor itself, and incorporating variables about the patient's clinical condition. 相似文献
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Jenny Fortun Ana Cecilia Morales Helen Ghislaine Tempest 《Journal of biological education》2017,51(3):295-304
Case-based learning (CBL) has been proposed as an effective method to promote student knowledge and motivation. The timing and methods for implementation have varied among schools, and data regarding the effectiveness of this pedagogy compared to other learning modalities are inconclusive. We introduced five different cases in the first course of our medical school as part of small-group CBL, and monitored student satisfaction and performance in summative evaluations. We observed that (1) students were very satisfied with the CBL sessions; (2) performance in essay examinations was significantly higher in CBL topics, compared to non-CBL topics, as evaluated at the end of the course, and three months after course conclusion; and (3) there was a trend of higher performance in multiple-choice questions about CBL topics, but this was not statistically significant. Our results indicate that CBL is an acceptable pedagogy to be incorporated from the beginning of undergraduate medical education to promote acquisition and retention of knowledge, students’ interest in foundational sciences, and integration of basic science disciplines and clinical medicine. When evaluating knowledge acquired using the CBL method, integrative essays represent a valuable tool to assess the depth of comprehension and application of information. 相似文献