针灸治疗学PBL教学效果观察和体会

目的探讨PBL教学在针灸治疗学中的应用效果和心得。方法将45名大t学生随机分为传统教学组（LBL组）、PBL教学组（PBL1组）和PBL结合“复合多媒体病人”教学组（PBL2组），每组15名，分别进行针灸治疗学教学后，通过问卷调查以及考试成绩评价教学效果。结果3组学生在自我评价和教师评价的调查问卷中显示，PBL1组和PBL2组均优于LBL组，差异有统计学意义（P〈0．05或P〈0．01）；3组理论考核成绩比较显示，PBL2组优于其他两组，差异有统计学意义（P〈0．05或P〈0．01）。结论将“复合多媒体病人”模式应用于针灸治疗学PBL教学当中能显著提高学生学习效果。

Observation and experience of application of PBL teaching method in acupuncture acology

Objective To discuss the application effect and experience of problem based learning (PBL) in acupuncture acology. Methods Fourty-five students were devided into 3 groups, each group including 15 students, one group was teached by LBL teaching method (LBL group), one group was teached by typical PBL teaching method (PBL1 group), one group was teached by typical PBL teaching method combined with "compound multimedia patient" (PBL2 group), and the teaching effect were evaluated through the questionnaire survey and examination results after the acupuncture acology teaching proceed separately. Results Compared with LBL group, PBL groups got more score in evaluation of themselves and teachers by questionnaire, the difference were statistically significant (P < 0.05 or P < 0.01); PBL2 group got the highest score in theory test, the difference were statistically significant (P < 0.05 or P < 0.01). Conclusion PBL teaching with the model of "compound multimedia patient" can enhance the students’ learning effects remarkable in acupuncture acology.