基础医学与临床 ›› 2014, Vol. 34 ›› Issue (11): 1590-1593.

• 医学教育 • 上一篇    下一篇

基础知识与PBL学习过程对医学生能力提高的不同影响

蒲丹1,李彤1,彭宜红1,何晓燕1,吴立玲2,王宪1,管又飞1,王韵3   

  1. 1. 北京大学医学部
    2. 北京大学医学部生理与病理生理学系
    3. 北京大学
  • 收稿日期:2014-02-20 修回日期:2014-04-17 出版日期:2014-11-05 发布日期:2014-11-03
  • 通讯作者: 王韵 E-mail:wangy66@bjmu.edu.cn
  • 基金资助:
    国家基础科学人才培养基金;基础医学院PBL教学考核评估体系的实践与完善;能力评估导向的考核体系实践与完善

Different effects of basic medical knowledge and PBL on comprehensive abilities of undergraduate students

  • Received:2014-02-20 Revised:2014-04-17 Online:2014-11-05 Published:2014-11-03

摘要: 目的 分析基础知识掌握程度与PBL学习过程对医学生能力提高的不同影响,为医学教育的教学方法改革提供依据。方法 选取以乙型肝炎为主题的医学微生物学科背景案例,以医学微生物学成绩、PBL平时成绩分组,比较案例相关内容考核成绩的差异。结果 医学微生物学成绩高的学生,案例考试中情境式分析型单选题成绩高(P < 0.05);PBL平时成绩高的学生,案例考试中情境式简答题成绩高(P < 0.05)。结论 基础学科知识的掌握程度与PBL讨论过程对医学生知识与能力的提高都有重要的意义。

关键词: 医学知识, 以问题为基础学习, 综合能力

Abstract: Objective To reveal the different effects of basic medical knowledge and PBL on comprehensive abilities of undergraduate student, and provide evidence for medical education reform. Methods Choose one case aimed at Hepatitis B virus (HBV), compare the scores of Microbiology, PBL scores and scores of final exam on case. Results Students with higher Microbiology scores got higher scores on scenario-related multiple choice question (MCQ-S) compared with students with lower Microbiology scores (P < 0.05). Students with higher PBL scores got higher scores on short answer question (SAQ) compared with lower PBL scores (P < 0.05). Conclusion Basic medical knowledge and PBL have different effects on comprehensive abilities of undergraduate students.

Key words: medical knowledge, problem-based learning, comprehensive ability

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