PBL+LBL教学模式在妇产科八年制临床见习中的应用

Application of PBL+LBL teaching methods to eight-year medical students in gynecology and obstetrics clinical teaching

探讨PBL+LBL双轨教学模式在八年制医学生妇产科见习教学中的应用效果。从2005级临床八年制医学生中选取50名作为研究对象,将其随机分成两组:实验组采用PBL+LBL双轨教学模式,对照组采用单纯的PBL教学模式。通过出科考核及问卷调查的方式评价教学效果。虽然PBL+LBL组与PBL组在考试的总分上无显著性差异(P>0.05),但在基础理论知识的得分上前者明显高于后者,差异有统计学意义(P<0.05),并且学生对PBL+LBL的教学模式满意度较高。PBL+LBL双轨教学模式更能被学生接受,在提高学生理论知识水平方面比单纯PBL模式更为直接有效,可明显弥补单纯PBL教学在实际应用中的缺陷,值得提倡与推广。

To discuss the benefits of PBL＋LBL double-track teaching method which has applied to medical students in the 8-year program during their medical rotation in the department of obstetrics gynecology（OB/Gyn）,50 medical students in 8-year program from the class 2005 in our medical school were randomly selected and divided into two groups： students in the trial group received PBL＋LBL teaching,students in the control group received LBL teaching only.At the end of OB/Gyn clinical rotation,all of the 50 medical students were required to take the rotation-ending exam and questionnaire investigation.The difference of teaching effects between the control group and trial group were compared and evaluated by comparing the difference of students＇ test results between the two groups.The results showed that although the two groups had no significant difference in examinational total score,students in the trial group had a significant higher score in questionnaire investigation（P〈0.05）.Meanwhile,students in the PBL＋LBL trial group clearly exhibited satisfication to the PBL＋LBL teaching method.Study suggest that PBL＋LBL double-track teaching method show more benefits than PBL single teaching track on helping medical students to learn clinical knowledge more efficiently in their clinical rotation in OB/Gyn.