背景:基于问题的学习(PBL)模型已在医学院校的许多领域中广泛开展。免疫化学作为一门交叉学科,在预防疾病的发生、连接生命科学和医学发展中起着至关重要的作用。但目前免疫化学课程还缺乏PBL教学实践。探讨PBL在免疫化学课程中的应用意义。系统评价了PBL模式对化学生物学专业本科生学习的影响。
方法:教学对象为贵州医科大学化学生物学专业本科生。PBL模型应用于免疫化学课程。以2018级62名本科生为对照组,采用传统的说明性模式。2019-2020年级93名本科生分别设置为实验组,采用了基于传统讲座式学习的PBL模式。在PBL模型中,设计了六个与课程内容相关的案例供学生完成。2018-2020年级本科生期末考试按分数范围进行分析(<60分,60-69分,70-79分,和≥80分)和非参数检验。最后,对2019-2020年级的教学评价进行问卷调查。
结果:在2019和2020年级中,优良率(≥80分),通过率(≥60分),故障率(<60分),本科生的平均分分别约为29%,91.11%和93.75%,6.25%,和8.89%,72.55分和74.45分。但在2018年级,优秀率,合格率,故障率,本科生的平均分分别为9.68%,59.68%,40.32%,62.55分。通过统计分析,发现2018-2020年各年级优秀率(χ2=8.317,P<0.005)和及格率(χ2=24.52,P<0.0001)存在差异,其中2020级最高(29.17%,93.75%),2018年级最低(9.68%,59.68%)。平均分,优良率,2018级及格与2019级(P<0.0001,P<0.0167)、2020级(P<0.001,P<0.0167)差异有统计学意义。问卷调查还显示,学生的学习兴趣,独立解决问题的能力,知识结构体系,科学思想和团队合作意识得到增强。在2019年和2020年级别中,标准效度和评估者间信度的ICC(95%CI)分别为0.42/0.34和0.81/0.80(P<0.0001)。
结论:PBL和传统暴露模型的结合对学生在免疫化学课程中的学习起到了积极的作用。
BACKGROUND: The problem-based learning (PBL) model has been widely carried out in many fields of medical colleges and universities.
Immunochemistry as a cross-disciplinary science plays a vital role in preventing the occurrence of diseases and bridging the development of Life Science and Medicine. But now the
Immunochemistry course still lacks the teaching practice in PBL. To explore the significance of PBL applied in the
Immunochemistry course, the effect of the PBL model on the learning of undergraduates majoring in Chemicobiology was systematically evaluated.
METHODS: The teaching objects were the undergraduates majoring in Chemicobiology from Guizhou Medical University. The PBL model was applied in the
Immunochemistry course. 62 undergraduates in Grade 2018 were set as the control group and adopted the traditional expository model. 93 undergraduates in Grades 2019-2020 were separately set as the experimental groups, which adopted the PBL model based on traditional lecture-based learning. In the PBL model, six cases related to course contents were designed for the students to complete. The final exams of the undergraduates in Grades 2018-2020 were analyzed by the score ranges (< 60 points, 60-69 points, 70-79 points, and ≥ 80 points) and nonparametric test. Finally, the questionnaire survey about the teaching evaluation was performed in Grades 2019-2020.
RESULTS: In Grades 2019 and 2020, the excellent rates (≥ 80 points), pass rates (≥ 60 points), fail rates (< 60 points), and average scores of the undergraduates were separately about 29%, 91.11% and 93.75%, 6.25%, and 8.89%, and 72.55 and 74.45 points. But in Grade 2018, the excellent rate, pass rate, failure rate, and average score of the undergraduates were separately 9.68%, 59.68%, 40.32%, and 62.55 points. By the statistical analysis, it was found that the excellent rates (χ2 = 8.317, P < 0.005) and pass rates (χ2 = 24.52, P < 0.0001) in Grades 2018-2020 were different, of which Grade 2020were the highest (29.17%, 93.75%) and Grade 2018 was the lowest (9.68%, 59.68%). The average score, excellent rate, and pass rate in Grade 2018 had significant differences with Grade 2019 (P < 0.0001, P < 0.0167) and Grade 2020 (P < 0.001, P < 0.0167). The questionnaire survey also showed that the student\'s learning interests, independent problem-solving ability, knowledge structure system, and scientific thought and teamwork awareness were enhanced. In Grades 2019 and 2020, the ICC (95% CI) of criterion validity and inter-rater reliability were separately 0.42/0.34 and 0.81/0.80 (P < 0.0001).
CONCLUSIONS: The combination of PBL and traditional expository models played positive roles in the student\'s learning in the
Immunochemistry course.