中国学生与MBBS学生内科学PBL教学效果比较
昆明医科大学第一附属医院, 内分泌一科, 云南昆明 650032
| 摘 要： | 中国的MBBS教学因为教师及学生基本都为非英语母语，使用与中国学生相同的教学方法在MBBS学生中不一定适用。为了了解目前最流行及最成熟的PBL教学法在MBBS学生及中国学生内科学学习中教学效果是否有差异，我们进行了这个研究。随机选取2023年在昆明医科大学第一附属医院进行内科学见习的MBBS学生1组（15人）与中国医学生1组（15人）进行相同内容的PBL教学，相同的案例使用英语及中文分别分发给不同班级的同学，在第一节课开始时，给予每个学生与案例相关的测验题目10题，每题1分共10分，学生做完后打分，再课程结束时再次给予测验题10题，学生当堂完成测验题打分，取2次测验得分的差值进行统计；同时给学生一张问卷，让学生根据学习效果打分。将以上的打分进行统计，得出以下结果，MBBS学生与中国学生都觉得本次课程的安排基本合理，通过本次课程学习到了新的知识，但是在第二个问题中：你有足够的时间进行这样的学习，MBBS学生给出的平均分为3.2667±1.0328分，明显低于中国学生的4.4667±0.6399*分（P<0.01），说明MBBS学生认为PBL需要消耗的时间过多，增加了他们的学习负担。根据研究的结果我们探讨了出现以上结果的原因及解决方法。 |
| 关 键 词： | MBBS; 中国学生; PBL教学; 内科学; 教学方式 |
| DOI： | 10.57237/j.mrf.2023.03.007 |
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收稿日期: 2023-08-22
接受日期: 2023-09-25
在线出版日期: 2023-10-09
Comparison of PBL Teaching Effectiveness in Internal Medicine Between Chinese Students and MBBS Students
Endocrinology Department 1, First Affiliated Hospital of Kunming Medical University, Kunming 650032, China
| Abstract: | Due to the fact that both teachers and students in China are non native English speakers, using the same teaching methods as Chinese students may not necessarily be applicable to MBBS students. In order to understand the differences in the use of the most popular and mature PBL teaching method in internal medicine learning between MBBS students and Chinese students, we conducted this study. Randomly select a group of MBBS students (15 people) and a group of Chinese medical students (15 people) who will intern in Internal Medicine at the First Affiliated Hospital of Kunming Medical University in 2023 for PBL teaching with the same content. The same cases will be distributed to students in different classes in English and Chinese. At the beginning of the first class, each student will be given 10 test questions related to the case, with a total of 10 points for each question. After completing the teaching, students will be given a score, At the end of the course, 10 test questions will be given again, and students will be graded for completing the test questions in class. The difference between the two test scores will be taken for statistics. At the same time, give students a questionnaire and ask them to rate based on their learning outcomes. Based on the above scores, the following results can be obtained: both MBBS students and Chinese students feel that the arrangement of this course is basically reasonable, and they have learned new knowledge through this course. However, MBBS students believe that PBL requires too much time, which increases their learning burden, because in the second question ” Do you have enough time for such learning”, the average score given by MBBS students is 3.2667 ± 1.0328, which is significantly lower than the 4.4667 ± 0.6399 * score of Chinese students (P<0.01). Based on the research results, we explored the reasons and solutions for the above results. |
| Keywords: | MBBS; Chinese Students; PBL Teaching; Internal Medicine; Teaching Methods |
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