全科医学以问题为基础的学习教学法对学生批判性思维能力的培养研究

Effect of Problem-based Learning in General Practice on Students′ Critical Thinking Ability

目的探讨在本科生全科医学教学中采用以问题为基础的学习(PBL)教学法对学生批判性思维能力的培养。方法以中国医科大学2006级七年制临床医学专业学生60人为研究对象,按照学号分为试验组(PBL组,30人)和对照组(传统教学组,30人)。PBL组采用PBL教学方法,传统教学组采用传统教学方法,两组由相同教师授课。采用中文版批判性思维能力测量表(CTDI-CV)测试两组学生的批判性思维能力。采用SPSS 11.5统计软件进行数据处理。结果 PBL组的总分明显高于传统教学组,两组比较差异有统计学意义(P<0.05)。在批判性思维能力的7个特质中,有4个特质(寻找真相、开放思想、批判思维的自信心、认知成熟度)在两组间差异有统计学意义(P<0.05)。在全部的70个项目中,有15个项目在两组间差异有统计学意义(P<0.05)。结论在全科医学教学中,PBL教学法能有效促进本科生批判性思维能力的提高。

Objective To evaluate the effect of problem-based learning（PBL） in general practice on students′ critical thinking ability. Methods A total of 60 senior students from the 7-year clinical medicine scheme in China Medical University were assigned into a lecture-based learning（LBL） group（n=30） and a PBL group（n=30） based on their student ID number.The two groups shared the same teachers.Critical Thinking Disposition Inventory-Chinese Version（CTDI-CV） was used to evaluate the critical thinking ability of students in the two groups.SPSS 11.5 software was used for statistical analyses. Results The total score of the PBL group was significantly higher than that of the LBL group（P0.05）.Score of each of the four out（open-mindedness,cognitive maturity,truth-seeking and self-confidence） of the seven dispositions of the PBL group was significantly higher than that of the LBL group（P0.05）.Of 70 items evaluated in the study,15 showed significant differences between these two groups（P0.05）. Conclusion PBL in general practice can improve students′ critical thinking ability.