以GMER为标准评价内科血液病学PBL教学效果的初探

被引：9

作者：

杜庆锋 ^{[1
]}

张嵩 ^{[1
]}

杨军 ^{[2
]}

谭剑 ^{[3
]}

郑维扬 ^{[1
]}

杜华 ^{[2
]}

刘晓力 ^{[1
]}

陈士良 ^{[2
]}

宣文兰 ^{[1
]}

机构：

[1] 南方医院内科教研室

[2] 南方医科大学教务处

[3] 南方医院教务处

来源：

中山大学学报论丛 | 2007年 / 04期

关键词：

医学教育全球基本要求; 以问题为基础的学习; 血液病学;

D O I：

暂无

中图分类号：

R55-4 [];

学科分类号：

1002 ; 100201 ;

摘要：

目的以医学教育全球基本要求(GMER)为标准探讨内科血液病学以问题为基础的学习(PBL)的教学效果。方法PBL教学组(44名)和传统教学组(44名)的教学效果用形成性测评和总结性测评进行分析。形成性测评采用无记名问卷调查,调查内容按GMER标准设计,包括7个模块;终结性测评为学期《内科学》期末考试,并特设附加分析题。统计学分析采用SPSS10.0统计软件。结果①在问卷调查的7个模块中,PBL组在临床技能、交流技能、信息管理和批判性思维4个模块显著优于传统教学组;在医学科学基础知识模块,两组无显著差异(P=0.088)。②两组学生考试成绩方面无显著差异(P=0.373);但在附加分析题方面,PBL组显著优于传统教学组(P<0.01)。结论以GMER为标准,相比与传统教学法,PBL教学有利于提高学生的交流技能,临床思维能力和临床技能以及信息管理能力,而不会影响学生对医学基础知识的学习。

引用

页码：218 / 222

页数：5

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