RBL教学模式在神经心脏病学教学中的设计和应用

    The application of RBL teaching method in the teaching of neurocardiology

      摘要
    • 摘要:
      目的 探讨研究型学习（research-based learning，RBL）为基础的教学模式在神经心脏病学教学中的应用效果。
      方法 选取2020级临床医学专业本科学生93名为研究对象，随机分为试验组和对照组。对照组采用常规教学法，而试验组学生则采用RBL教学模式，授课结束后进行教学评估，比较两组之间的测试成绩和教学问卷评估。
      结果 试验组学生应用实践考核的成绩明显高于对照组（P<0.01）。相较于对照组，RBL教学模式显著提高了试验组学员的学习兴趣、逻辑思维、文献检索和创新分析等多方面的教学效果（P<0.05，P<0.01），参与RBL教学模式的试验组学员的教学满意度评价较对照组学员有显著的提高（P<0.05）。
      结论 应用 RBL教学模式可有效提高学员对于神经心脏病学授课的知识掌握水平和教学满意度，并提高教员授课的教学效果，启发我们对于本科学员的RBL教学模式的进一步优化和探索。

       

      Abstract:
      AIM To explore the effect of research-based learning (RBL) in neurocardiology teaching.
      METHODS A total of 93 clinical medical students were randomly divided into experimental group (n=48) and control group (n=45). The RBL teaching model was used in the experimental group, while traditional experimental teaching method was used in control group. After the course was completed, the comprehensive score evaluations were carried out for the comparison of two groups as well as questionnaire surveys.
      RESULTS The average scores of the experimental group were significantly higher than those of the control group in comprehensive score evaluations (P<0.01). Compared with the control group, RBL teaching model significantly improved the learning interest, logical thinking, literature retrieval, innovation analysis and other aspects of teaching effect of the experimental group (P<0.05, P<0.01), and the evaluation of teaching satisfaction was also significantly higher in the experimental group than that of the control group (P<0.05).
      CONCLUSION The application of RBL teaching model is feasible and effective in neurocardiology teaching.

       

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