“OSB聯合PBL”的教學模式在機能學實驗教學 中的應用

欒海蓉　孫健　王得利　許曉義　李麗

[摘要] 目的 探討“以器官系統為中心”的課程模式（organ-system-based curriculum model， OSB）聯合PBL（Problem-based leaming）在機能學實驗教學中的應用。方法 選取2016級臨床本科學生1～2班作為研究對象，每班30人。兩個班級均經過“OSB”教學模式的理論系統學習，兩組學生性別和年齡之間的差異無統計學意義（P>0.05）。1班作為對照組按照“OSB”機能實驗教學方法學習，簡稱A組;2班作為研究組即“OSB聯合PBL”教學組，簡稱B組，是在“OSB”機能實驗教學方法基礎上引入PBL教學法學習。課程結束后對兩組學生進行終結性評價和形成性評價來評測教學效果。結果 終結性評價結果顯示：平時成績方面，B組（17.40±1.16）分明顯高于A組（16.50±1.31）分，差異有統計學意義（P<0.05）;實驗設計成績B組（7.77±0.97）分也高于A組（7.10±0.99）分，差異有統計學意義（P<0.05）;理論考試成績A組（18.57±0.73）分和B組（18.60±0.81）分，比較差異無統計學意義（P>0.05）;操作考試成績同樣是B組（39.90±7.13）分高于A組（38.17±5.39）分，差異有統計學意義（P<0.05）;綜合成績方面，B組（83.67±7.54）分明顯優于A組（80.33±5.77）分，差異有統計學意義（P<0.05）。形成性評價結果顯示：B組在自我教學效果主觀評價上各單項得分均高于A組，差異有統計學意義（P<0.01）;總成績B組（27.57±1.41）分明顯高于A組（25.07±1.57）分，差異有統計學意義（P<0.01）。結論 “OSB聯合PBL”教學模式，可以提高機能學的教學質量，是“OSB”教學模式程體系理論教學的延伸和補充，有助于促進學生實踐能力和綜合素質的全面提高。

[關鍵詞] 機能實驗學;教學方法;OSB教學法;PBL教學法

[中圖分類號] G642;R-4 [文獻標識碼] A [文章編號] 1672-5654（2020）02（b）-0150-04

[Abstract] Objective To explore the application of organ-system-based curriculum model （OSB） combined with PBL （Problem-based leaming） in experimental teaching of functional science. Methods Classes 1-2 of 2016 clinical undergraduate students were selected as research objects， with 30 students in each class. Both classes have undergone the theoretical and systematic learning of the "OSB" teaching mode， and there was no statistically significant difference in gender and age between the two groups of students（P>0.05）. Class 1 was used as a control group to study in accordance with the "OSB" functional experimental teaching method， referred to as group A; Class 2 was used as a research group， the "OSB combined PBL" teaching group， referred to as group B， and introduced PBL based on the "OSB" functional experimental teaching method pedagogy learning. At the end of the course， two groups of students will conduct a final evaluation and a formative evaluation to evaluate the teaching effect. Results The results of the final evaluation showed that in terms of usual performance， group B（17.40±1.16）points was significantly higher than group A（16.50±1.31）points， and the difference was statistically significant（P<0.01）; the experimental design score of group B （7.77±0.97）points was also higher than that of group A（7.10±0.99）points ，the difference was statistically significant（P<0.05）; there was no significant difference in theoretical test scores between group A （18.57±0.73）points and group B （18.60±0.81）points（P>0.05）; operation test score was also higher in group B （39.90±7.13）points than in group A （38.17±5.39）points，the difference was statistically significant（P<0.05）. In terms of overall scores， group B （83.67±7.54）points was significantly better than group A （80.33±5.77）points ，the difference was statistically significant（P<0.05）.? The results of formative evaluation showed that the individual scores of group B on subjective evaluation of self-teaching effects were higher than those of group A， and the differences were statistically significant （P<0.01）; the total score of group B （27.57±1.41）points was significantly higher In group A （25.07±1.57）points ，the difference was statistically significant（P<0.01）. Conclusion The "OSB combined PBL" teaching mode can improve the teaching quality of functional sciences. It is an extension and supplement of the theoretical teaching of the "OSB" teaching mode and process system， and is helpful to the overall improvement of students' practical ability and comprehensive quality.

[Key words] Functional experiment; Teaching method; OSB teaching method; PBL teaching method

“以器官系統為中心”的課程模式（organ-system-based curriculum model，OSB）是1993年愛丁堡世界醫學教育高峰會議推薦的課程模式之一。該課程模式打破學科界限，以人體器官系統為中心，重組了醫學各學科的相關知識，注重基礎和臨床課程之間的系統性和完整性。目前，全國的很多高校都在進行“OSB”課程模式，經過多年的探索實踐，我國醫學教育權威專家認為“OSB”的醫學課程模式更符合新世紀對醫學人才的要求，它使學生對“醫學”形成了一個整體的概念，提高了學生的學習興趣和自主學習、創新思維的能力[1-6]。

為了提高本科教學質量，該校借鑒國內外基礎醫學課程整合的經驗和改革成果，結合該校的具體情況，首先面向本科五年制臨床醫學專業學生實施醫學器官系統課程整合。從2……