PDF(202 KB)
PDF(202 KB)
PDF(202 KB)
基于团队的研究型教学方法在研究生《干细胞-基础与临床》课程中的应用
Research-oriented teaching on the basis of team in stem cell-basics and clinics for graduates
目的 初步探讨基于团队的研究型教学方法在研究生《干细胞-基础与临床》课程中的应用效果。 方法 选取中国医学科学院基础医学研究所2014级选修《干细胞-基础与临床》课程的41名研究生作为研究对象,在以传统课堂讲授为基础的学习方法(LBL)上引入基于团队的研究型教学方法进行教学,时间为1学期，采取教学结束后学生对教学效果的评价情况、学生学习满意度及科研创新能力及课题设计水平等进行评估。 结果 采用基于团队的研究型教学方法取得较好的教学效果，学生求知欲、好奇心和学习兴趣提高，其科研创新能力及课题设计水平也得到提升。 结论 引入基于团队的研究型教学方法可以有效地提高研究生的原创性思维能力及课题设计水平，是一种有效的教学方法，值得在研究生教学中推广。
Objective To explore the effects of research-oriented teaching on the basis of team in stem cell-basics and clinics for graduates. Methods Forty-one graduates in Institute of Basic Medical Sciences, Chinese Academy of Medical Sciences who participated in the study of stem cell-basics and clinics were consecutively selected. Research-oriented teaching was introduced after traditional lecture-based teaching, and the evaluations were taken at the end, including teaching evaluation, student satisfaction with the study, and assessment of creative ability and project design. Results As shown in the questionnaire survey, the learning interest and the craving for knowledge, the creative ability and the level of project design were effectively improved, the scientific research quality was well trained. Conclusion The research-oriented teaching method can effectively improve graduates’comprehensive ability of self-learning and the creative ability. It is an effective new approach for teaching which is worthy of promotion in graduates’ teaching.
［1］Kilroy DA. Problem based learning［J］. Emerg Med J, 2004,21（4）:411-413.
［2］Karimi R. Interface between problem-based learning and a learner-centered paradigm［J］. Adv Med Educ Pract, 2011,2:117-125.
［3］Nicholl TA, Lou K. A model for small-group problem-based learning in a large class facilitated by one instructor［J］. Am J Pharm Educ, 2012, 76(6): 117-122.
［4］Lucieer SM, van der Geest JN, Elói-Santos SM, et al. The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum［J］. Adv Health Sci Educ Theory Pract , 2016,21(1):93-104.
［5］Schmidt HG, Rotgans JI, Yew EH. The process of problem-based learning: what works and why［J］. Med Educ, 2011,45(8):792-806.
［6］McFalls M. Integration of problem-based learning and innovative technology into a self-care course［J］. Am J Pharm Educ, 2013,77(6):127-131.
［7］Yang LH, Jiang LY, Xu B, et al. Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study［J］. BMC Med Educ, 2014,14:98-104.
［8］Zhu FD, Shi J, Song E, et al. Digital 3D anatomical modeling of the mandible with full teeth［J］. Acta Anatomica Sinica, 2014, 45(4): 536-539. (in Chinese)
朱赴东, 石珏, 宋恩, 等. 数字化全牙列下颌骨三维解剖建模［J］. 解剖学报，2014, 45(4): 536-539.
［9］Hartling L, Spooner C, Tjosvold L, et al. Problem-based learning in pre-clinical medical education: 22 years of outcome research［J］. Med Teach, 2010,32(1):28-35.
［10］Heijne-Penninga M, Kuks JB, Hofman WH, et al. Influence of PBL with open-book tests on knowledge retention measured with progress tests［J］. Adv Health Sci Educ Theory Pract, 2013,18(3):485-495.
［11］Bleske BE, Remington TL, Wells TD, et al. Team-based learning to improve learning outcomes in a therapeutics course sequence［J］. Am J Pharm Educ, 2014 ,78(1):13-17.
［12］Schmidt HG, Muijtjens AM, Van der Vleuten CP, et al. Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies［J］. Acad Med, 2012,87(4):463-475.
［13］Bitran M, Zú?iga D, Pedrals N, et al. Medical students’change in learning styles during the course of the undergraduate program: from ‘thinking and watching’ to ‘thinking and doing’［J］. Can Med Educ J, 2012,3(2):e86-97.
［14］Zhang YH, Shang L, Wang R, et al. Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring［J］. BMC Medical Educ, 2012,12:117-124.
［15］Zahid MA, Varghese R, Mohammed AM, et al. Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula［J］. Int J Med Educ, 2016 ,7:181-187.
［16］Wardley CS, Applegate EB, Almaleki AD, et al. A comparison of students’perceptions of stress in parallel problem-based and lecture-based curricula［J］. J Physician Assist Educ, 2016,27(1):7-16.
［17］Wang Q, Li H , Pang W, et al. Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research［J］. BMC Med Educ, 2016,16: 2-15.
［18］Khoshnevisas P, Sadeghzadeh M, Mazloomzadeh S, et al. Comparison of problem-based learning with lecture-based learning［J］. Iran Red Crescent Med J, 2014,16(5): e5186-e5189.
［19］Meo SA. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula［J］. Adv Physiol Educ, 2013,37(3):249-253.
［20］Wu RL, Wang JZh. Role of research-oriented teaching in cultivating the creativity of graduate students［J］. Academic Degrees & Graduate Education, 2013,(3):10-15. (in Chinese)
吴瑞林，王建中. 研究性教学与研究生创新能力培养［J］. 学位与研究生教育, 2013,(3):10-15.
北京协和医学院青年教师培养项目
/
| 〈 |
|
〉 |
