CJRTP

Chinese Journal of Rehabilitation Theory and Practice >

2017 , Vol. 23 >Issue 11: 1361 - 1364

DOI: https://doi.org/10.3969/j.issn.1006-9771.2017.11.025

Application of Problem-based Learning and Case-based Learning in Course of Outcome Measures in Prosthetics and Orthotics

  • YANG Ping ,
  • TIAN Gang
Expand
  • 1. Capital Medical University School of Rehabilitation Medicine, Beijing 100068, China;
    2. Institute of Rehabilitation Engineering, China Rehabilitation Research Center, Beijing 100068, China;
    3. Department of Orthopedics and Rehabilitation, Beijing Bo'ai Hospital, China Rehabilitation Research Center, Beijing 100068, China

Received date: 2017-06-15

  Online published: 2017-12-10

Fold

Abstract

Objective To apply problem-based learing (PBL) and case-based learning (CBL) in course of Outcome Measures in Prosthetics and Orthotics.Methods The undergraduate students in Grade 2012 of Prosthetics and Orthotics Engineering in Capital Medical University (group A, n=27) were taught in traditional teaching, and those in Grade 2014 (group B, n=25) were taunght with PBL and CBL. Both groups received an immediate test after class, and group B also fulfilled an anonymous questionnaire.Results The score of immediate test was better in group B than in group A (t=-4.972, P<0.001). Most students in group B recognised that the new strategy of learning could improve their ability of independent solving clinical problems, literature retrieval, communication and expression.Conclusion Application of PBL and CBL in teaching of Outcome Measures in Prosthetics and Orthotics can promote students' activity in learning and improve teaching quality.

Key words： prosthetics and orthotics engineering; outcome measures; teaching; problem-based learning; case-based learning

Cite this article

YANG Ping , TIAN Gang . Application of Problem-based Learning and Case-based Learning in Course of Outcome Measures in Prosthetics and Orthotics[J]. Chinese Journal of Rehabilitation Theory and Practice, 2017 , 23(11) : 1361 -1364 . DOI: 10.3969/j.issn.1006-9771.2017.11.025

References

[1] 李洪霞,张凤仁,刘劲松. 假肢矫形工程专业建设和教学改革的实践与探索[J]. 中国康复理论与实践, 2013, 19(6): 598-600.
[2] 李洪霞,刘劲松,杨平. 读书报告会教学法在假肢矫形工程专业教学中的应用[J]. 中国高等医学教育, 2017(3): 107-108.
[3] 韩小鹏,张旭,刘志成,等. 假肢矫形工程专业人才培养方案的改革与实践[J]. 中国康复理论与实践, 2016, 22(11): 1361-1364.
[4] 孙迎春,陈之罡. 以问题为基础的教学法和以案例为基础的教学法在中国传统康复医学教学中的应用与思考[J]. 中国康复理论与实践, 2012, 18(9): 891-892.
[5] 赵涛,刘家骥,张翾,等. PBL结合CBL模式在泌尿外科见习教学中的应用[J]. 现代医药卫生, 2016, 32(11): 1742-1744.
[6] 丛林,余永强,袁静,等. CBL与PBL结合模式在七年制妇产科临床教学中应用的体会[J]. 安徽医学, 2012, 33(9): 1238-1240.
[7] 周永霞,胡良波,张翱,等. PBL结合CBL在医学影像学示教课教学改革中的应用分析[J]. 重庆医学, 2013, 42(35): 4348-4349.
[8] 罗梅,詹华奎. PBL结合CBL模式提高中医本科生内科临床思维能力[J]. 中医药管理杂志, 2012, 20(6): 544-545.
[9] 国际假肢矫形学会,世界卫生组织. 发展中国家假肢与矫形器专业人员培训指南[Z].张晓玉,陈武雄,南登崑,译. 同济医学院同济医院世界卫生组织康复培训与研究合作中心, 2005.
[10] International Society for Prosthetics and Orthotics. Category Ι Professional-Prosthetist/Orthotist, Orthopaedic Engineer, Orthopaedic Meister [R/OL]. [2017-05-15]. http://www.ispoint.org/resource/resmgr/3_LEARN/Information_Package_Cat_1_ Au.pdf.
[11] 刘儒德. 基于问题学习对教学改革的启示[J]. 教育研究, 2002(2): 73-77.
[12] 赵海涛,刘继和. “基于问题的学习”与传统教学模式的比较研究[J]. 外国教育研究, 2007(12): 53-57.
[13] 许闽广,叶凤,王晗,等. 开展PBL教学过程中的理论和实践问题[J]. 中国高等医学教育, 2012(1): 114-115.
[14] 张家军,靳玉乐. 论案例教学的本质与特点[J]. 中国教育学刊, 2004(1): 51-53, 65.
[15] 高明奇,刘囡,林庚,等. CBL结合PBL模式在基础医学概论教学中的应用[J]. 基础医学教育, 2017(2): 120-122.
[16] 招少枫,何怀,昝云强,等. 康复医学选修课教学中PBL和CBL融合模式的探索[J]. 中国继续医学教育, 2016(11): 19-21.
[17] 王雅琴,陈志恒. PBL联合CBL在康复医学临床教学中的应用[J]. 现代医药卫生, 2015(23): 3663-3665.
[18] 尹清. PBL+CBL双轨教学模式在康复医学教学中的应用[J]. 西北医学教育, 2014(3): 577-580.
[19] 熊美凤,林新宏,申玉杰. PBL模式对学习动机的影响及实施策略[J]. 医学教育探索, 2010(3): 298-300.
[20] Tayyeb R. Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students [J]. J Coll Physicians Surg Pak, 2013, 23(1): 42-46.
Options
Outlines

/

〈 〉