基于问题的学习方法在医学生生物统计学教学中的有效性。

Effectiveness of problem-based learning approach for teaching-learning biostatistics among medical students.

作者信息

Bihari Anand, Choudhari Sonali G, Srivastava Ankit

机构信息

Department of Community Medicine, Government Medical College, Azamgarh, Uttar Pradesh, India.

Department of Community Medicine, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences (DU), Wardha, Maharashtra, India.

出版信息

J Educ Health Promot. 2021 Jul 30;10:264. doi: 10.4103/jehp.jehp_1499_20. eCollection 2021.

DOI:10.4103/jehp.jehp_1499_20

PMID:34485561

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8396061/

Abstract

BACKGROUND

Lecturing (didactic) has been the key teaching-learning method for a long time. As per competency-based medical education, an Indian medical graduate should be competent in recommended skills. In the subject of Community Medicine of medical undergraduation, "Biostatistics" is one of the components of the curriculum. Often the students find the statistics challenging to understand and thus neglect it or prefer rote learning. In the recent era, many newer teaching-learning modalities have come up, namely problem-based learning (PBL), small group teaching, community-based learning, etc. The objective was to compare the utility and effectiveness of PBL versus traditional teaching techniques (didactic) for Biostatistics.

MATERIALS AND METHODS

The study was conducted in the department of Community Medicine, Government Medical College, Azamgarh (Uttar Pradesh) from March to November 2019. A total of 96 medical students of the final year were randomly divided into two groups. 'Group A' underwent didactic lecturing whereas "Group B" had problem-based learning for identified topics in Biostatistics. The teaching material and instructors were the same for both groups. Two weeks after completion of sessions, students' assessment was carried out for both groups.

RESULTS

The study demonstrated that the PBL method was a more effective way of teaching-learning statistics compared to didactic lecturing. A significant difference ( < 0.05) was observed between the mean examination score of Group A (traditional teaching technique) and Group B (PBL). Group B had higher scores than group A in all assessment heads (Objective, Descriptive, and Viva-voce). PBL was perceived to be a student-centric Teaching-learning method promoting analytical skills, critical thinking & overall self-directed learning.

CONCLUSION

PBL teaching method was found to be effective in improving the students' performance in in comparison to didactic lecturing.

摘要

背景

长期以来，讲授（说教式）一直是主要的教学方法。根据基于能力的医学教育，印度医学毕业生应具备推荐的技能。在医学本科的社区医学学科中，“生物统计学”是课程的组成部分之一。学生们常常觉得统计学难以理解，因此忽视它或倾向于死记硬背。近年来，出现了许多新的教学模式，即基于问题的学习（PBL）、小组教学、社区学习等。目的是比较PBL与传统教学技术（讲授法）在生物统计学教学中的效用和效果。

材料与方法

该研究于2019年3月至11月在阿扎姆加尔（北方邦）政府医学院社区医学系进行。总共96名 final year的医学生被随机分为两组。“A组”接受讲授式授课，而“B组”对生物统计学中的特定主题采用基于问题的学习。两组的教材和教师相同。课程结束两周后，对两组学生进行评估。

结果

研究表明，与讲授式授课相比，PBL方法是一种更有效的统计学教学方式。观察到A组（传统教学技术）和B组（PBL）的平均考试成绩之间存在显著差异（<0.05）。在所有评估项目（客观题、描述题和口试）中，B组的分数均高于A组。PBL被认为是以学生为中心的教学方法，可促进分析能力、批判性思维和整体自主学习。