PBL在留学生场景化ACLS教学中的模式构建

Developing PBL Model in Scene-based ACLS Teaching for Foreign Students

目的:探讨PBL在留学生ACLS教学模式的构建。方法:2015年1月至2017年12月来自南京医科大学的留学生72人,其中男34人,女38人,随机分为对照组(L组)和实验组(P组),每组36人。L组采用传统教学法,P组采用模拟案例结合PBL,培训结束后行理论考核、现场模拟考核、团队表现评估三方面观察。结果:P组理论成绩、场景化考核成绩、团队表现较L组升高,差异有统计学意义(P <0. 05)。结论:模拟案例结合PBL教学法ACLS培训可显著提高留学生ACLS教学效果。

Objective:To explore the construction of PBL teaching mode in ACLS for foreign students.Methods From January 2015 to December 2017,72 foreign students from Nanjing Medical University,34 males and 38 females,were randomly divided into control group (L group)and experimental group (P group),36 in each group.Group L adopted traditional teaching method,Group P used simulated cases combined with PBL.After the training,theoretical assessment,on-site simulation assessment and team performance evaluation were observed.Results The theoretical score,scene assessment score and team performance of group P were higher than those of group L,and the difference was statistically significant (P <0.05).Conclusion Simulated cases combined with PBL teaching method ACLS training can significantly improve the teaching effect of ACLS for foreign students.