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《Guangdong Trace Elements Science》 2014-12
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Effectiveness Analysis of LBL and PBL joint Teaching Pedagogy Applied in Hematology

WANG Lei;LIU Ying;ward 3,Hematology center,First Affiliated Hospital of Xinjiang Medical University;  
Objective To explore the teaching effectiveness of lecture- based learning( LBL) and Problem- Based Learning( PBL) trainee in hematology. Methods Two classes of clinical medicine students of xinjiang medical university came to our department for clerkship in 2012 and 2013 were as research subjects. The students were divided into LBL + PBL and PBL + LBL group,different teaching ways were applied in two groups,assessd the teaching effectiveness through closed- book exam,the survey was used to understand the extent of teaching students. Results In the department examination,PBL + LBL group scores higher than LBL + PBL group,the difference was statistically significant( P 0. 05). The survey shows that PBL + LBL group of students believe that teaching mode is more effective in improve learning consciousness and learning efficiency. Conclusion PBL + LBL teaching can take full advantage of the two teaching methods,and more conducive to improve teaching effectiveness.
【CateGory Index】: G642;R55-4
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