关键词: 对分课堂, 医学研究生, 实验动物学, 评价

Abstract: Institute of Microcirculation/Department of Pathophysiology in Basic Medical College, Hebei North University, Zhangjiakou 075000, China)【Abstract】  Objective  To practice and evaluate Presentation-assimilation-discussion (PAD) class mode in Laboratory Animal Science course of medical postgraduate students. Methods  We explored PAD class in the course of Laboratory Animal Science. The presentation, assimilation and discussion were all completed in a 4-h lesson. In order to ensure the accuracy of the research and the fairness of teaching, we taught two chapters using the PAD class and traditional class modes respectively, and the two modes were crossed in two classes for comparison. Through chapter tests in the class, this study compares the learning outcomes in postgraduate students between the PAD class and traditional class modes respectively. Through questionnaires, the ability improvement of postgraduate students under the PAD class mode and their satisfaction with the PAD class mode were investigated.  Results  We found that students' learning outcome about basic knowledge are similar between the PAD class and traditional class modes. PAD class can improve students' self-learning ability, teamwork ability and interpersonal skills. Meanwhile, the breadth and depth of students' learning have been improved under the PAD class mode.  Conclusion  The PAD class mode improves the teaching efficacy of Laboratory Animal Science course, and promotes the comprehensive ability and quality of medical postgraduate students. Based on our study, the PAD class mode can be expanded in other medical postgraduate courses.

Key words: PAD class, medical postgraduate students, Laboratory Animal Science, evaluation