PBL与LBL教学法在心血管内科临床教学应用效果对比研究

Comparative studies on the application of problem-based learning and lecture-based learning of clinical teaching of cardiovascular medicine

【目的】对比以问题为基础的教学法(problem-based learning,PBL)教学法与以授课为基础的教学法(lecture-based learning,LBL)教学法在心血管内科临床教学的应用效果。【方法】选择2011年6月-2012年6月在解放军总医院实习的126名军医大学五年制临床医学本科实习医师,随机分为PBL教学组(n=62)和LBL教学组(n=64);分别采用PBL与LBL教学法进行心血管内科临床教学,教学结束后通过专业考试及问卷调查等方法,对两种教学方法的效果进行比较。【结果】PBL组与LBL组在考试总分、基础知识题、临床应用题、综合分析题的平均分值有差异性(P<0.05),其中PBL组的考试总分、临床应用题、综合分析题的平均分值高于LBL组,而基础知识题的平均分值低于LBL组;PBL组与LBL组的理解记忆题的平均分值无显著性差异(P≥0.05);PBL教学组在激发学习兴趣、加深理论理解、培养自学能力、锻炼语言表达、培养临床思维、提高分析能力、培养合作精神、改善归纳能力8个方面给予优良的评价率高于LBL教学组,结果存在显著性差异(P<0.05),而在提高学习效率、促进知识记忆2个方面,PBL教学组与LBL教学组优良的评价率无显著性差异(P≥0.05)。【结论】与LBL教学法相比,PBL教学法的教学考核分数以及教学效果评价的优良率更高,但对基础知识点的强化有待完善,应在今后的心血管内科临床教学应用中做进一步的探索实践。

[Objective] To compare the application of problem-based learning and lecture-based learning in clinical teaching of cardiovascular medicine. [Methods]126 cardiovascular medical interns of Military Medical University were selected. They were divided randomly into the PBL group （n = 62） and the LBL group （n = 64） and received PBL or the LBL teaching method. Teaching effects were evaluated by examination and questionnaire. [Results]The PBL group had a significant higher average score of examination total score, clinical application and comprehensive analysis subjects, but lower average score in basic knowledge subject, and there was statistical difference （P0.05）. There was no significant difference（P ≥ 0.05）in the subject of memory and comprehension. The PBL group had a significant higher satisfaction rate in motivating study interests, deepen understanding of theoretical knowledge, cultivating self-learning ability, training verbal expression, developing clinical thinking, improving analysis ability, cultivating Teamwork spirit and improving inductive ability, there was statistical difference （P0.05）. There was no significantdifference（P ≥ 0.05）in the subject of improving learning efficiency and promoting knowledge memory. [Conclusion]The PBL teaching method had a significant higher examination score and satisfaction rate of teaching evaluation than the LBL. But the PBL teaching method should be improved in intensively teaching the basic knowledge which required further exploration during the clinical teaching in cardiovascular medicine.