The application study of the Presentation-Assimilation-Discussion classroom in medical college pathophysiology course
LIU Qiaofeng1 GUAN Xuan2 CHEN Wei1 FAN Meng1 LIANG Yundan1 WANG Xin3▲
1.Teaching Office of Pathology and Pathophysiology, School of Basic Medicine, Chengdu Medical College, Sichuan Province, Chengdu 610500, China; 2.Experimental Center for Basic Medical Teaching, Chengdu Medical College, Sichuan Province, Chengdu 610500, China;
3.Teaching Office of Pathogenic Biology, School of Basic Medicine, Chengdu Medical College, Sichuan Province, Chengdu 610500, China
Abstract:Objective To research the effect of the Presentation-Assimilation-Discussion classroom teaching mode on medical college pathophysiology course. Methods A total of 218 pharmaceutical specialty undergraduates of 2016 class in grade 2 in Chengdu Medical College from February to July 2018 were selected as study subjects. All the students were divided into control group (75 students) and experimental group (143 students) by random number table method. The control group was adopted traditional teaching method, while the experimental group was accepted the Presentation-Assimilation-Discussion classroom teaching method. Teaching efficiency was assessed through the final examination and questionnaires. Results Compared with the control group, the scores of paehophysiology coure of final examination was higher in the experimental group (P < 0.01). The students in the experimental group hold a positive attitude towards the PAD classroom teaching method, who thought it increased teacher-student, stuolent-stuclent interaction, critical thinking ability, communication, expression, cooperation, and creativity could improve and aspired to use the method continuously (P < 0.01). Post-class learning autonory in the experimental group was higher than the control group (P < 0.01). Conclusion The Presentation-Assimilation-Discussion classroom not only improves teaching efficacy, developes student core competence, but also establishes a classroom satisfied by both teachers and students. It is worthy of promotion in medical college pathophysiology courses teaching.
刘巧凤1 官璇2 陈玮1 樊萌1 梁芸丹1 王昕3▲. “对分课堂”在高校病理生理学教学中的应用研究[J]. 中国医药导报, 2019, 16(7): 59-62,70.
LIU Qiaofeng1 GUAN Xuan2 CHEN Wei1 FAN Meng1 LIANG Yundan1 WANG Xin3▲. The application study of the Presentation-Assimilation-Discussion classroom in medical college pathophysiology course. 中国医药导报, 2019, 16(7): 59-62,70.