PBL与传统教学法在影像专科《临床医学概论》临床思维教学中的比较

Comparison between the problem-based learning （PBL） and the lecture-based learning （LBL） clinical thinking training to image college students betweenin teaching the introduction of clinical medicine

目的比较“以问题为中心”的教学法（PBL）与传统的教学法（LBL）在影像专科《临床医学概论》教学中对学生临床思维的影响。方法从2010年9月到10月，2009级影像专科学生64人随机分为PBL组（32人）和LBL组（32人）进行见习，分别以PBL及LBL法组织见习，教学结束后比较见习时分析病例的正确率及见习一个月后学生临床思维考核成绩、一般理论考试成绩及总成绩。结果PBL组见习时分析病例的正确率（x2=6．465，P=-0．011）、临床思维考核成绩（t=2．033，P=-0．046）及总成绩（t=-2．238，P=-0．030）分别高于LBL组，而一般理论考试成绩两组间无统计学意义（t=-0．760，P=-0．450）。结论PBL教学法在影像专科《临床医学概论》临床思维教学中取得了比较满意的教学效果，显著提高学生的临床思维能力，值得推广。

Objective To compare the effect of clinical thinking training to image college stu- dents between the problem-based learning （PBL） and the lecture-based learning （LBL）. Methods From September 2010 to October 2010, 64 second-year image college students were randomly divided into PBL group （32 students） and LBL group （32 students）, the PBL and LBL approaches were respectively used to teach the students. Then the answer accuracy during probation and the clinical and theoretic examinations a month later after probation were performed to compare the effect. Results The a accuracy rate of PBL group was statistically higher than that of LBL group （P=0.011）. A month after probation, the clinical thinking record （P=0.046） and total record （P=0.007） of PBL group were respectively higher than those of LBL group, while no statistically difference was found in the theoretic examination record between PBL and LBL groups. Conclusion A satisfied effect of PBL method improving clinical thinking training has been found in teaching the introduction of Clinical Medicine for image college students, and the method deserves to he popularized.