对分课堂下本科生医学遗传学自主学习能力的培养

doi:10.16288/j.yczz.20-186

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Hereditas(Beijing) ›› 2020, Vol. 42 ›› Issue (11): 1133-1139.doi: 10.16288/j.yczz.20-186

• Genetics Teaching • Previous Articles

Cultivation of undergraduates’ self-regulated learning ability in Medical Genetics based on PAD class

Yuling Yang¹, Lan Luo¹, Yuan Qian², Fang Yang¹

^1. School of Basic Medicine, Kunming Medical University, Kunming 650500, China
^2. The First Affiliated Hospital of Kunming Medical University, Kunming 650032, China

Received:2020-06-19 Revised:2020-08-31 Online:2020-11-20 Published:2020-09-27
Supported by:
supported by Medical Education Research Project of Chinese medical association Medical Education Branch and China association of higher education Medical Education Professional Committee No(2018B-N02018);Teaching Reform and Research Projects of Kunming Medical University Nos(2020-JY-Y-003);Teaching Reform and Research Projects of Kunming Medical University Nos(2019-JY-Y-036)

Abstract

Abstract:

Medical Genetics bridges basic research and clinical studies. It is one of the important basic courses for medical students. To cultivate students’ self-regulated learning ability and improve the teaching quality of Medical Genetics, a presentation-assimilation-discussion (PAD) class mode is adopted in the teaching process. In the teaching setup, we gave students the proceedings and time guarantee for self-regulated learning, and guided the students through teaching, discussion and homework for their independent learning. The resulting evaluation of “Self-Regulated Learning Scale for College Students” shows that the students’ learning motivation and learning strategy are enhanced compared with those before the implementation of PAD teaching, the total score of the evaluation is significantly increased, the students’ self-regulated learning ability is improved, and satisfactory teaching results are achieved. We conclude that PAD class could contribute to students’ self-regulated learning.

Key words: PAD Class (presentation-assimilation-discussion class), Medical Genetics, self-regulated learning, self-regulated learning scale for college students

Yuling Yang, Lan Luo, Yuan Qian, Fang Yang. Cultivation of undergraduates’ self-regulated learning ability in Medical Genetics based on PAD class[J]. Hereditas(Beijing), 2020, 42(11): 1133-1139.

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References 16

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教学章节	讲授内容	课后作业
绪论	遗传病概述,介绍对分课堂教学流程和要求	调查报告：身边的遗传病
基因突变与DNA多态	基因突变的类型、DNA多态的类型	读书笔记：以“亮考帮”形式完成
染色体与配子发生	人类正常核型、人类染色体国际命名体制	读书笔记：以“亮考帮”形式完成
染色体畸变	染色体畸变的概念、数目畸变产生的机制、倒位携带者及平衡易位携带者	读书笔记：以思维导图形式完成
染色体病	染色体病的概念、分类,代表性染色体病的遗传机制	设计21三体综合征宣传册
单基因遗传病	单基因遗传及单基因遗传病的基本概念,单基因遗传病的遗传方式	病例分析：软骨发育不全、血友病
多基因遗传病	多基因遗传及多基因遗传病的基本概念,多基因遗传病的特点	病例分析：以白化病和原发性高血压为代表,比较单基因遗传与多基因遗传的区别
线粒体遗传病	线粒体遗传病的概念、线粒体基因组的遗传特征	文献报告：Leber遗传性视神经病
群体遗传	基因频率和基因型频率的概念、遗传平衡定律	病例分析：判断一个特定群体是否遗传平衡
遗传病的诊断和治疗	诊断类型、重要的诊断技术	设计21三体的产前筛查和产前诊断流程图

因素		满分	教学实施前(x?±s)	教学实施后(x?±s)	t	P
学习动机分量表	学习自我效能感	36	24.714±5.390	27.143±5.436	3.237	0.002
	内在目标	48	38.248±6.501	39.171±6.132	1.117	0.267
	学习控制感	42	32.619±6.854	34.357±5.065	1.370	0.178
	外在目标	18	11.314±3.312	11.781±3.258	1.102	0.273
	学习意义感	12	10.581±1.786	10.371±1.636	-0.866	0.389
	学习焦虑	24	18.162±4.041	19.095±3.266	1.841	0.068
学习策略分量表	一般方法	72	53.643±11.580	57.000±9.663	1.478	0.147
	学习求助	54	38.448±7.766	41.448±8.082	2.859	0.005
	学习计划安排	36	24.924±5.792	27.257±5.619	3.072	0.003
	学习总结	30	22.181±4.611	23.210±4.409	1.711	0.090
	学习评价	18	12.314±3.332	13.742±3.214	3.266	0.001
	学习管理	24	12.010±4.976	15.905±3.663	6.904	0.000
总分		414	303.476±46.852	316.581±46.517	2.121	0.036

	人数	成绩(x?±s)	t	P
实验班	109	72.294±10.873	2.252	0.025
对照班	108	69.204±9.271	2.252	0.025

Cultivation of undergraduates’ self-regulated learning ability in Medical Genetics based on PAD class

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