LBL与PBL结合教学法在血液内科教学应用的效果分析

目的探讨以授课为基础的学习法（1ecture—based learning，简称LBL）和以问题为基础的学习法（Problem—Based Learning，简称PBL）在血液内科见习中的教学效果。方法将2012年及2013年新疆医科大学来我科实习的临床医学专业两个班的学生作为研究对象，分为LBL＋PBL和PBL＋LBL组，两组采用不同的教学方法，通过闭卷考试测试教学效果，采用问卷调查了解学生对教学方式认可程度。结果PBL＋LBL组出科考试成绩优于LBL＋PBL组，差异有统计学意义（P〈0.05），问卷调查显示，PBL＋LBL组学生更认可教学模式在提高学习主动性和学习效率方面的作用。结论PBL＋LBL结合的教学法能充分发挥两种教学法的优势，更加有利于提高教学效果。

Effectiveness Analysis of LBL and PBL joint Teaching Pedagogy Applied in Hematology

Objective To explore the teaching effectiveness of lecture -based learning （LBL） and Problem- Based Learning （PBL） trainee in hematology. Methods Two classes of clinical medicine students of xinjiang medical university came to our department for clerkship in 2012 and 2013 were as research subjects. The students were divided into LBL ＋ PBL and PBL ＋ LBL group, different teaching ways were applied in two groups, assessd the teaching effectiveness through closed -book exam, the survey was used to understand the extent of teaching students. Results In the department examination, PBL ＋ LBL group scores higher than LBL ＋ PBL group, the difference was statistically significant （P 〈 0.05）. The survey shows that PBL ＋ LBL group of students believe that teaching mode is more effective in improve learning consciousness and learning efficiency. Conclusion PBL ＋ LBL teaching can take full advantage of the two teaching methods, and more conducive to improve teaching effectiveness.