PBL教学在麻醉药理学理论教学中尝试.doc

PBL教学在麻醉药理学理论教学中尝试[摘要] 目的 探讨PBL教学在麻醉药理学理论教学中的应用效果。 方法 选择我院麻醉学专业学生共80例为教学对象。随机分为观察组和对照组，每组40例。对照组给予常规教学模式，观察组给予PBL教学模式，评估两组的教学效果。 结果 观察组在提高学习兴趣、逻辑思维、记忆、查阅文献、课堂气氛及协作能力方面的赞同率明显高于对照组。两组比较差异有统计学意义（P 0.05）。 结论 PBL教学在麻醉药理学理论教学中的应用效果较好，值得应用。 [关键词] PBL；教学；麻醉药理学 [中图分类号] G424 [文献标识码] C [文章编号] 1673-7210（2012）08（b）-0140-02 Attempt of problem-based learning in anesthetic and pharmacology QIN Bangyong YU Tian ZHANG Hong LIANG Xiaoli Staff Room of Anesthetic and Pharmacology, School of Anesthetic of Zunyi Medical College, Guizhou Province, Zunyi 563003, China [Abstract] Objective To investigate the effect of problem-based learning in anesthetic pharmacology. Methods 80 students with the major of anesthetic in our school were chosen as the education object and divided into the observe group (n = 40) and the control group (n = 40). The control group was given the normal teaching model, and the observe group was given the teaching model of PBL. The teaching effect in two groups was evaluated. Results The answer of question and the degree of satisfaction of improving the learning interest, logical thinking, memory, literature review, classroom atmosphere and cooperation in the observe group were higher than those in control group, and there was significant difference between them (P 0.05). Conclusion The effect of problem-based learning in anesthetic pharmacology is better, so it is worth being used． [Key words] PBL; Teaching; Anesthetic pharmacology PBL（problem-based learning）教学由美国神经病学教授Borrows于1969年在加拿大McMaster大学医学院根据构建主义理论创立的基于问题的学习方法。PBL教学是以学习问题为基础，以学生为中心的小组讨论式教学。PBL教学强调以学生的主动学习为主，因而能更好地培养学生创造性思维和解决问题的能力[1]。PBL突破了传统的教学模式，已在国内外多所医科学校实施和推广[2-3]。李文志等[4]将PBL教学法应用在麻醉学教学中取得了较好的效果。我院麻醉药理学是国家级精品课程，笔者根据教学条件和学生情况，采用PBL教学对麻醉药理学教学方法进行了改进和尝试。 1 对象及方法 1.1 对象 以我院麻醉专业本科学生共80例为教学对象。随机分为观察组和对照组，每组40例。教学内容“作用于肾上腺受体的药物”和“控制性降压药”，共6节课，每节课时45 min。 1.2 方法 两组教学均由担任麻醉药理学教学的相同教师进行，每位教师针对两组同学教学方法不同，但讲授内容相同。观察组学生接受PBL教学模式。具体步骤如下：首先，由授课老师根据教学大纲编成以问题为线索的教学重点，在第一节课时介绍完总论后把准备好的所有问题介绍给学