Eveillard Matthieu, Pouliquen Hervé, Ruvoen Nathalie, Couvreur Sébastien, Krempf Michel, Magras Catherine, Lepelletier Didier
L'UBL, MAN-IMAL IDEFI ANR 11-0003, 44307 Nantes, France.
L'UBL, UFR Santé, Université d'Angers, 40 Rue de Rennes, F-49035 Angers, France.
FEMS Microbiol Lett. 2017 Mar 1;364(6). doi: 10.1093/femsle/fnx015.
This report describes a problem-based learning activity concerning antibiotic exposure and bacterial resistance in human and veterinary medicine. In addition, learning outcomes and satisfaction of students were recorded by the supervisors of the activity. The students all participated actively in the group work and considered that the small size of the group facilitated interpersonal communication. They believed that working in an interdisciplinary group helped them learn better than if they were following specific courses. They also reported that their mid-term meeting with one of the supervisors was a catalyst for the initiation of a real work group. Concerning the evaluation of the activity itself, the supervisors considered that the group provided a relevant analysis of the issue. These characteristics should encourage teachers to test this method of learning certain aspects of microbiology and infectious diseases with their students.
本报告描述了一项基于问题的学习活动，该活动涉及人类医学和兽医学中的抗生素暴露与细菌耐药性。此外，活动的主管记录了学生的学习成果和满意度。学生们都积极参与小组工作，并认为小组规模小便于人际交流。他们认为在跨学科小组中学习比参加特定课程能帮助他们学得更好。他们还报告说，与其中一位主管的中期会议是启动一个实际工作小组的催化剂。关于活动本身的评估，主管们认为该小组对问题进行了相关分析。这些特点应促使教师与学生一起尝试用这种方法来学习微生物学和传染病的某些方面。
