ABSTRACT
Objective To explore the effect of WPBL teaching method in microbiologicla test teach-ing. Method A total of 120 students majoring in clinical laboratory medicine were divided into the experi-mental group (WPBL teaching) and the control group (the traditional teaching) with 60 in each group in 2015. Results Questionnaire survey showed that in the experimental group, 92.6％of the students believe that WPBL teaching method can stimulate learning interest and promote student self-directed learning, 97.3％ believe that WPBL teaching method can improve the ability to analyze and solve problems, 94.7％believe that WPBL teaching method can strengthen teamwork and promote learning exchanges, and 99.6％hold that WPBL teaching method can help them recognize the importance of microbiological tests in the di-agnosis of clinical infectious diseases. The final scores and the usual performance of the experimental group were (75.23 ±11.21) and (24.15 ±1.71), respectively, while those of the control group were (63.42 ±8.21) and (20.26±1.48), respectively. The differences were statistically significant (P<0.005). Conclusions PBL teaching method can fully integrate teaching resources, stimulate students' enthusiasm and initiative, improve students' comprehensive qualities, including the ability to analyze and solve problems, teamwork ability and critical thinking ability, and improve the quality and effect of microbiological test teaching.
ABSTRACT
Objective The study aimed to evaluate the effects of web-problem-based learning (WPBL) in the application of Fundamental Nursing.Methods The sample was purposively selected.172 students in School of Nursing in Tianjin were recruited as the control group (n=83) and the intervention group (n=89).Traditional teaching method and WPBL was implemented in the control group and the intervention group,respectively.The teaching effectiveness of the two groups was measured by the examination and learning initiative evaluation scale and the teaching effect evaluation questionnaire,and the teaching satisfaction questionnaire was implemented among the intervention group.SPSS 18.0 was used and t test was performed to analyze the comparison between groups.Results In the theoretical examination,the scores of comprehensive analysis of the nursing students in the intervention group were better than those in the control group,and the difference was statistically significant (P＜0.05).In the evaluation of active learning after school,the scores of control learning in the intervention group were higher than those in the control group,and the difference was statistically significant ([14.78 ± 2.16),vs.(13.58 ± 2.16),t=-3.58,P=0.000].83 effective questionnaires of intervention group nursing students' teaching satisfaction were recovered.73 of them (88％) thought that WPBL could improve the students' ability of independent learning,71 students (85.5％) found that WPBL could enhance the ability of information processing,73 students (88％) thought they could communicate well with their classmates in WPBL and cooperate well to complete the task.Conclusion WPBL which is on the basis of PBL and make full use of the network,could promote the ability of autonomous learning,information processing and communication with classmates and good cooperation,but in the application process,it needs teachers to organize reasonably,perfect the supervision mechanism,and reduce taking up students' spare time.