PBL在功能失调性子宫出血教学中的应用

Preliminary application of problem-based learning（PBL） pedagogy in the teaching of dysfunctional uterine bleeding

目的初步探讨以问题为基础（PBL）教学在妇产科学教学中的应用效果。方法在功能失调性子宫出血临床教学中，随机将98名学生分为PBL实验组和传统教学对照组，比较其考试成绩，调查学生对PBL教学法的评价。结果PBL组与传统教学组学生的考试总成绩分别为80．7±5．6分与76．3±4．9分，两者差异有统计学意义（P〈0．05）。问卷调查显示，多数学生认为PBL教学有利于多种能力的提高。结论PBL教学在培养学生临床思维方面显著优于传统教学模式。

Objective To preliminarily investigate the effect of PBL applied in teaching of Obstetrics and Gynecology. Methods Ninety eight students were randomly divided into PBL pedagogy group and traditional pedagogy group in clinical practice teaching of dysfunctional uterine bleeding. Exam scores were assessed and opinion survey was summarized. Results The exam score was 80.7 ± 5.6 of PBL pedagogy group and 76.3 ±4.9 of the other group respectively. There was significant difference between the scores of the two groups （ P 〈0.05 ）. Most students consider that PBL pedagogy was of benefit to students＇ ability. Conclusion PBL pedagogy has more advantages in training of clinical thinking than traditional teaching method.