Abstract:

Objective To investigate the effect of the WeChat interactive platform with problem-based learning (PBL) and team-based learning (TBL) in cerebrovascular disease teaching. Methods Two classes of students from preventive and clinical medicine of term 2013 in capital medical university were chosen as teaching subjects. These students were divided into two groups: experiment group and the control group. WeChat interactive platform combined with PBL and TBL was used in experiment group while the traditional teaching was used in control group. After taught by the same clinical teachers in compliance with the same teaching guideline. he changes of scores after teaching and subjective evaluation of the two groups were compared. Results The experiment group (41.2±6.2) increased the scores significantly compared to control group (32.8±8.6). The range score of increase in experiment group was 29-55 while the control group was 19-49. The experimental group acknowledged and was willing to accept to the teaching of “WeChat Interactive Platform” combined with PBL and TBL in cerebrovascular disease teaching. Conclusion The “WeChat Interactive Platform” combined with PBL and TBL in cerebrovascular disease teaching is good for the teaching courses and had favorable teaching results.

Key words: WeChat; Problem-based learning (PBL); Team-based learning (TBL); Cerebrovascular disease

摘要：

目的 探索微信互动平台联合以问题为基础的教学法（problem-based learning，PBL）和以团队为基础 的教学法（team-based learning，TBL）应用于脑血管病理论授课中的效果。 方法 选取首都医科大学2013级预防医学及临床医学专业两个班级的学生为教学对象，分为实验组 和对照组，实验组采用依托微信互动平台的PBL、TBL联合教学，对照组采用传统教学，由同一教师 按教学大纲制定教学计划和内容授课。比较两组学生课后成绩变化及对教学方式的主观性评价。 结果 实验组成绩平均提高（41.2±6.2）分，最高提高55分，最低提高29分；对照组成绩平均提高 （32.8±8.6）分，最高提高49分，最低提高19分，实验组成绩提高优于对照组（P＜0.05）。同时实验组 认可并乐于接受联合PBL、TBL的微信互动平台教学方式。 结论 在脑血管病理论授课中依托微信互动平台采用PBL和TBL教学，利于教学过程的顺利展开，能 取得良好的教学效果。

关键词: 微信; PBL; TBL; 脑血管疾病